Journal Article•
Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students
01 Jan 2010-Educational Foundations (Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com)-Vol. 24, pp 77-96
TL;DR: Oliverez et al. as mentioned in this paper examined how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California, and found that racist attitudes have manifested in the educational trajectories of the undocumented students.
Abstract: Introduction One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in our daily experiences to mediate our education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture (Solorano & Delgado Bernal, 2001). A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism (Perez Huber, et. al., 2008). This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students. The Need to Examine Undocumented Latina/o Educational Experiences There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, et. al., 2008; Oliverez et. al., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Perez Huber & Malagon, 2007; Rangel, 2001; Rincon, 2005; Seif, 2004). We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006). We also know that most undocumented immigrants in the U.S. are from Latin American countries, but Mexico in particular (Passel, 2006). The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in Mexico will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002). This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth. CRT, LatCrit, and Racist Nativism: An Intersectional Approach CRT and LatCrit. The overarching theoretical frameworks for this study are CRT, and in particular, LatCrit. CRT in educational research unapologetically centers the ways race, class, gender, sexuality and other forms of oppression manifest in the educational experiences of People of Color. CRT draws from multiple disciplines to challenge dominant ideologies such as meritocracy and colorblindness, which suggest educational institutions are neutral systems that function in the same ways for all students. This framework challenges these beliefs by learning and building from the knowledge of Communities of Color whose educational experiences are marked by oppressive structures and practices. The efforts of revealing racism in education is a conscious move toward social and racial justice and empowerment among Communities of Color (Solorzano & Yosso, 2001; Yosso 2006). LatCrit is an extension of the efforts of CRT in educational research. …
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TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
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TL;DR: Gandara as mentioned in this paper, The Educational Mobility of Low-Income Chicanos: Over the Ivy Walls: The educational mobility of low-income chicanos. Albany: State University of New York Press, 1995.
Abstract: Over the Ivy Walls: The Educational Mobility of Low-Income Chicanos. Patricia Gandara. Albany: State University of New York Press, 1995. 151 pp.
220 citations
TL;DR: In this paper, the authors examined the personal commitment of early missionaries in the Korean mission and found that individual attitudes, commitment, and the nature and frequency of encounters with Koreans were significant factors in the variation.
Abstract: mission identity, policy, and direction in the midst of two conflicting Korean responses; a relatively favorable reception of Christianity on the one hand, and a strong demand for the implementation of secular education from Korean leaders and intellectuals on the other. During initial years of the Korean mission, missionary activities were focused primarily in medicine and education due to legal restrictions against Christianity outside of these sectors. Going into the 1890s, the mission priority shifted to evangelism due largely to the strong personal commitment on the part of two leading missionaries, Horace G. Underwood and Samuel Moffett. Chapter 3 focuses on the issue of identification. Missionaries made efforts to overcome barriers of national, cultural and racial bias and superiority in light of the ideals of the Christian mission with varying degree of success. The author discovers that individual attitudes, commitment, and the nature and frequency of encounters with Koreans were significant factors in the variation. In chapters 4 and 5, the author examines the home, family, and the type of work missionaries engaged in and how these respective factors affected Korean encounters and identification. Chapter 6 looks at the ways in which conflicts are negotiated and resolved between the American missionaries’ priority on evangelism and Korean Christians’ emphasis on nationalism and modernization. Although American missionaries gradually accommodated the demands for higher education originating from Korean church leaders, the strong emphasis on evangelical activities from early missionaries worked to establish the conservative and evangelical tone of Korean Christianity that still exists today. In order to adequately understand the history of the Korean church, it is imperative to learn what these early pioneers had in mind for its nature and future direction. The strength of this book lies in the original way it deals with subjective interpretations from the key actors who formulated and modified early mission policy and vision through everevolving interactions with, responses to, and demands of Koreans. The analysis is objective and fair, free of the nationalistic biases often found in the writings of modern Korean history by Korean authors. However, the inclusion of a couple of additional key elements may have added to the overall analysis. Horace G. Underwood is known, especially to older Koreans, as Won Du-woo. Many other missionaries also had Korean names, and a more detailed explanation as to the significance of name adoption among missionaries may have provided more insight into the study of identity formulation. Methodist missionaries also constituted a significant portion of the Christian mission, and many of the medical and/or educational mission projects in Korea were jointly sponsored by Presbyterians and Methodists. At least a minor reference to the contribution of Methodist missions and their mutual influences on the formulation of the mission identity and policy would have been helpful. Overall, the book is a significant contribution to the knowledge and understanding of the roots of the Korean Christian phenomenon.
204 citations
TL;DR: The authors used Critical Race Theory to analyze and present the effects of teachers leaving the teaching force at faster rates than their White counterparts, despite recruitment efforts, teachers of Color are underrepresented and leave the teaching workforce at faster rate than their white counterparts.
Abstract: Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present r...
152 citations
Cites background from "Using Latina/o Critical Race Theory..."
...In addition, it weaves its analysis with other factors of subordination such as sexism (Delgado Bernal, 2002; Solórzano, 1998), nativism (Perez Huber, 2010), and ableism (Annamma, Connor, & Ferri, 2013)....
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12 Apr 1996
TL;DR: A model for Qualitative Research Design is presented and an Example of a Qualitative Proposal is presented for Presenting and Justifying aQualitative Study.
Abstract: Chapter 1. A Model for Qualitative Research Design Chapter 2. Goals: Why Are You Doing This Study? Chapter 3. Conceptual Framework: What Do You Think Is Going On? Chapter 4. Research Questions: What Do You Want to Understand? Chapter 5. Methods: What Will You Actually Do? Chapter 6. Validity: How Might You Be Wrong? Chapter 7. Research Proposals: Presenting and Justifying a Qualitative Study Appendix A. A Proposal for a Study of Medical School Teaching Appendix B. A Proposal for a Study of Online Learning by Teachers
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Additional excerpts
...Rather, this process was used as an opportunity to reflect on personal experiences and engage in dialogue that allowed both researcher and participant to “see” the data in ways that that we would not have seen on our own, and thus provide a richer understanding (Kruger, 1988)....
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14 Feb 1994TL;DR: In this article, the authors present a survey of the focus group research, focusing on the following topics: planning the group study, developing a questioning route, participants in a focus group, moderating skills, and conducting interviews with young people.
Abstract: PREFACE ACKNOWLEDGEMENTS 1. Overview of Focus Groups 2. Planning the Focus Group Study 3. Developing a Questioning Route 4. Participants in a Focus Group 5. Moderating Skills 6. Analyzing Focus Group Results 7. Reporting 8. Styles of Focus Group Research 9. Focus Group Interviews With Young People 10. International and Cross-Cultural Focus Groups Interviewing 11. Telephone and Internet Focus Group Interviewing 12. Focus Group Interviews Within the Organization 13. Modifications of Focus Groups 14. Answering Questions About the Quality of Focus Group Research
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TL;DR: Charmaz as mentioned in this paper presented a practical guide through qualitative analysis to construct grounded theory, using qualitative analysis, and showed that qualitative analysis can be used to understand grounded theory in a practical way.
Abstract: BOOK REVIEW: Constructing grounded theory. A practical guide through qualitative analysis Kathy Charmaz, 2006, 208 pp. London: Sage. ISBN 2005928035
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