- Long Beach, California, United States
- Education, Critical Race Theory, Racial Microaggressions, Chicana Feminist Theory, Chicana/o, Latina/o education, Testimonio, and 6 moreImmigration, Race and Racism, Immigration Law, Undocumented Immigrant Students and Learning, undocumented latino immigrants in the U.S., and Qualitative methodologyedit
This article serves as an introduction to the special issue, “Critical Race Feminista Methodologies in Educational Research.” We provide an overview of how we have come to understand Critical Race Feminista Methodology (CRFM) and outline... more
This article serves as an introduction to the special issue, “Critical Race
Feminista Methodologies in Educational Research.” We provide an overview
of how we have come to understand Critical Race Feminista
Methodology (CRFM) and outline several important points of consideration
for those who seek to engage this approach. As co-editors we have
curated this special issue to chart methodological imaginaries across generations
that have come before us, and those that will follow after us. We
offer our stories of coming to CRFM as co-editors, colleagues, and friends
who have been collaborating, theorizing, co-authoring and dreaming
together for two decades. We end with an overview of the articles
included in this special issue by authors who are advancing the praxis of
CRFM in educational research.
Feminista Methodologies in Educational Research.” We provide an overview
of how we have come to understand Critical Race Feminista
Methodology (CRFM) and outline several important points of consideration
for those who seek to engage this approach. As co-editors we have
curated this special issue to chart methodological imaginaries across generations
that have come before us, and those that will follow after us. We
offer our stories of coming to CRFM as co-editors, colleagues, and friends
who have been collaborating, theorizing, co-authoring and dreaming
together for two decades. We end with an overview of the articles
included in this special issue by authors who are advancing the praxis of
CRFM in educational research.
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This study is a review of educational scholarship that has utilized testimonio as a methodological approach. We begin with a brief overview of testimonio, highlighting its discursive subversions that align with longstanding traditions of... more
This study is a review of educational scholarship that has utilized testimonio
as a methodological approach. We begin with a brief overview of
testimonio, highlighting its discursive subversions that align with longstanding
traditions of storytelling within Communities of Color, and in
critical race storytelling. We then describe how testimonio is an important
tool within a broader Critical Race Feminista Methodology—a space of
theorizing humanizing, anti-colonial methodological approaches that disrupt
structural oppression and are guided by “a nostalgia for wholeness”
(Delgado Bernal, Pérez Huber, & Malagon, 2019). Testimonio as a Critical
Race Feminista Methodology allows for an interweaving of Chicana feminist
and critical race epistemological and theoretical tools with qualitative
research methods to cultivate methodological space for convivencia,
critical reflection, collective knowledge production, and healing. Through
this literature review, we see how this methodology brings mutual validation,
shared humanity, and imperatives of social justice to the fore,
shifting our research praxis from one that reproduces the colonial project,
to one that seeks to transform and lead to collective well-being.
as a methodological approach. We begin with a brief overview of
testimonio, highlighting its discursive subversions that align with longstanding
traditions of storytelling within Communities of Color, and in
critical race storytelling. We then describe how testimonio is an important
tool within a broader Critical Race Feminista Methodology—a space of
theorizing humanizing, anti-colonial methodological approaches that disrupt
structural oppression and are guided by “a nostalgia for wholeness”
(Delgado Bernal, Pérez Huber, & Malagon, 2019). Testimonio as a Critical
Race Feminista Methodology allows for an interweaving of Chicana feminist
and critical race epistemological and theoretical tools with qualitative
research methods to cultivate methodological space for convivencia,
critical reflection, collective knowledge production, and healing. Through
this literature review, we see how this methodology brings mutual validation,
shared humanity, and imperatives of social justice to the fore,
shifting our research praxis from one that reproduces the colonial project,
to one that seeks to transform and lead to collective well-being.
Research Interests:
This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of... more
This qualitative study utilized a Critical Race Feminista approach to
explore the experiences of graduate Students of Color with racial
microaffirmations. Racial microaffirmations are the subtle verbal
and nonverbal strategies People of Color engage that affirm each
other’s dignity, integrity, and shared humanity. These moments of
shared cultural intimacy allow People of Color to feel acknowledged,
respected, and valued in a society that constantly and
perpetually seeks to dehumanize them. A Critical Race Feminista
approach is grounded in Critical Race Theory (CRT) and Chicana
feminist theoretical foundations. These theories guide the overall
research design, and specifically, the methodological process. Four
group pláticas were conducted with 30 students who also participated
in the co-construction of knowledge during data analysis.
This analysis revealed how racial microaffirmations can be embodied
experiences, as sensory forms of knowledge that connect us to
shared cultural intimacies and can serve as strategies for healing
from racial traumas.
explore the experiences of graduate Students of Color with racial
microaffirmations. Racial microaffirmations are the subtle verbal
and nonverbal strategies People of Color engage that affirm each
other’s dignity, integrity, and shared humanity. These moments of
shared cultural intimacy allow People of Color to feel acknowledged,
respected, and valued in a society that constantly and
perpetually seeks to dehumanize them. A Critical Race Feminista
approach is grounded in Critical Race Theory (CRT) and Chicana
feminist theoretical foundations. These theories guide the overall
research design, and specifically, the methodological process. Four
group pláticas were conducted with 30 students who also participated
in the co-construction of knowledge during data analysis.
This analysis revealed how racial microaffirmations can be embodied
experiences, as sensory forms of knowledge that connect us to
shared cultural intimacies and can serve as strategies for healing
from racial traumas.
Research Interests:
Derrick Bell articulated the possibilities of ethical ambitions to “live lives that matter,” to make honorable decisions, to advance morality, and to maintain relationships with those who are committed to similar goals. Guided by Bell’s... more
Derrick Bell articulated the possibilities of ethical ambitions to “live lives that matter,” to make honorable decisions, to advance morality, and to maintain relationships with those who are committed to similar goals. Guided by Bell’s premise, we are three critical race feminista theorists (CRFT) who experience academia at multiple intersections: as Chicanas from working-class families, faculty, mentors, colleagues, and friends. Through these intersections, we define our work within the parameters of ethicality, with the intent to move forward social justice, and make a difference within our communities. Our goals are often at odds with the merit- and competition-driven academy that can lead down the opposite path toward betrayal, immoral decision making, and divisiveness. In this article, we place the idea of ethical ambitions in conversation with Teresa Cordova’s discussion of colonialism in the academy to identify strategies that demonstrate ethical ambitions. This includes relationship building, collective writing and attribution mentorship, and teaching. In our work together, spanning more than a decade, we practice these strategies to survive and thrive in a space we know was not created for us. We offer this discussion to consider how we engage our praxis as critical race feminista scholars.
Concerns from scholars about the exclusion of People of Color in children's literature began in the early 20th century and continues today. The lack of children's literature about People of Color is even more alarming in the contemporary... more
Concerns from scholars about the exclusion of People of Color in children's literature began in the early 20th century and continues today. The lack of children's literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990's have scholars begun to critically examine the portrayals of People of Color in children's books. More recent research offers frameworks and methodologies for critical analyses of children's books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children's books about People of Color-A Critical Race Content Analysis. We provide guiding principles of a Critical Race Content Analysis and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted
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This article follows a Critical Race tradition of counterstorytelling to tell three stories from across three generations of Critical Race Scholars in Education. In each of our stories, we explain how we came to research racial... more
This article follows a Critical Race tradition of counterstorytelling to tell three stories from across three generations of Critical Race Scholars in Education. In each of our stories, we explain how we came to research racial microaggressions and how this work eventually led us to our current theorizing of racial microaffirmations. We have theorized racial microaffirmations as one of many responses to racial microaggressions. In this article, we define racial microaffirmations as subtle verbal and non-verbal strategies People of Color consciously engage (with other People of Color) that affirm each other's value, integrity, and shared humanity. We explain how racial microaffirmations have emerged within our own work and provide theoretical evidence of the concept, as discussed in research on self-affirmation theory in psychology. Finally, we provide examples of racial microaffirmations in the literature and encourage other scholars to conceptually and empirically examine the concept in the experiences of People of Color.
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Recently, microaggressions have been characterized as a form of “hypersensitivity” (Gitlin 2015) that threatens “academic freedom” and the sharing of political views (Volokh 2015). In June 2015, the Los Angeles Times editorialized on... more
Recently, microaggressions have been characterized as a form of “hypersensitivity” (Gitlin 2015) that threatens “academic freedom” and the sharing of political views (Volokh 2015). In June 2015, the Los Angeles Times editorialized on these viewpoints in “What’s a Microaggression?” when it claimed that training University of California faculty about racial microaggressions “discourages faculty members from expressing legitimate political opinions.” To respond to this criticism, we explain what microaggressions are, what they are not, and why they matter.
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Abstract Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of... more
Abstract Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of Color? We offer a QuantCrit counterstory to share our journey of (re)imagining quantitative methods to center and extend the commitments of critical race scholarship. Specifically, we employ the tools of cultural intuition and groundtruthing to examine educational attainment and occupational outcomes of Communities of Color generally, and Latinas/os specifically, in order to challenge dominant narratives of postsecondary degree ‘value’ and occupational ‘prestige.’ We describe how our QuantCrit journey led us to theorizing a new index of occupational status and prestige for Communities of Color, what we call a Critical Race Occupational Index. By sharing our methodological counterstory, we offer a strategy for what it means to employ QuantCrit, rather than a strict description of a methodological design that produced specific results.
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Internalized racism describes the conscious and unconscious acceptance of a racial hierarchy where whites are consistently ranked above People of Color. Although scholars across multiple disciplines have discussed this concept, the role... more
Internalized racism describes the conscious and unconscious acceptance of a racial hierarchy where whites are consistently ranked above People of Color. Although scholars across multiple disciplines have discussed this concept, the role of schools in instilling and perpetuating internalized racism within Students of Color has very rarely been examined. This paper is a conceptual piece that utilizes a Critical Race Theory framework to acknowledge the racialized experiences within classroom pedagogy, curriculum, and unequal school resources. We examine how these factors can negatively affect racial group-identity and contribute to internalized racism for Students of Color. Because internalized racism works to sustain educational and social inequity, this paper also explores ways that schools can function to break this cycle.
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Page 1. Battling for Human Rights and Social Justice: A Latina/o Critical Race Media Analysis of Latina/o Student Youth Activism in the Wake of 2006 Anti-Immigrant Sentiment Veronica Velez, Lindsay Perez Huber, Corina Benavides ...
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This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented and formerly undocumented Chicana/Latina college graduates are impacted by the California DREAM Act (Development, Relief and Education for... more
This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented and formerly undocumented Chicana/Latina college graduates are impacted by the California DREAM Act (Development, Relief and Education for Alien Minors Act, S 1291) and DACA (Deferred Action for Childhood Arrivals), recent state and federal policies meant to increase educational and economic opportunities for undocumented youth who meet certain requirements regarding age, education, criminal record and time in the U.S. Findings indicate that the historical contradictions of access and restriction of legal protections and opportunities for the undocumented continue with these policies and become lived in the daily experiences of the study participants. Longitudinal data includes a series of two interviews conducted in 2008 with 10 undocumented Chicana/Latina undergraduates, and a series of two additional follow-up interviews conducted in 2013-2014 with 9 of the original 10 participants, a t...
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Utilizing a Latina/o Critical Theory framework (LatCrit), I examine the narratives that emerged within national newsprint media coverage of DREAMers and Central American unaccompanied children. Data included 268 newspaper articles... more
Utilizing a Latina/o Critical Theory framework (LatCrit), I examine the narratives that emerged within national newsprint media coverage of DREAMers and Central American unaccompanied children. Data included 268 newspaper articles published during periods of heightened national media attention about DREAMers (96 articles) and Central American unaccompanied children (172 articles). A content analysis revealed that prevalent and contradictory narratives created constructions of deservingness, where one group is positively portrayed as deserving of U.S. opportunity, and the other group, negatively portrayed as undeserving. The analysis shows that regardless of the positive or negative portrayals cast, constructions of “deservingness” are employed in these narratives that assigned values of non-nativeness to both groups that justify their continued subordination in U.S. society.
Research Interests:
This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented and formerly undocumented Chicana/Latina college graduates are impacted by the California DREAM Act (Development, Relief and Education for... more
This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented and formerly undocumented Chicana/Latina college graduates are impacted by the California DREAM Act (Development, Relief and Education for Alien Minors Act, S 1291) and DACA (Deferred Action for Childhood Arrivals), recent state and federal policies meant to increase educational and economic opportunities for undocumented youth who meet certain requirements regarding age, education, criminal record and time in the U.S. Findings indicate that the historical contradictions of access and restriction of legal protections and opportunities for the undocumented continue with these policies and become lived in the daily experiences of the study participants. Longitudinal data includes a series of two interviews conducted in 2008 with 10 undocumented Chicana/Latina undergraduates, and a series of two additional follow-up interviews conducted in 2013-2014 with 9 of the original 10 participants, a t...
Spencer Symposium on Immigration and Education “We Are Here”: (Im)migrant Youth at the Center of Social Activism and Critical Scholarship Lindsay Perez Huber, Yiching Huang, Rosa Jimenez and Veronica Velez UCLA Research Training Grant... more
Spencer Symposium on Immigration and Education “We Are Here”: (Im)migrant Youth at the Center of Social Activism and Critical Scholarship Lindsay Perez Huber, Yiching Huang, Rosa Jimenez and Veronica Velez UCLA Research Training Grant (RTG) Spencer Fellows 2006-2007 UCLA Research Training Grant (RTG) Spencer Fellows: Carine Allaf Nina Chien Octavio Estrella Yiching Huang Rosa Jimenez Julie Park Lindsay Perez Huber Veronica Velez Michael Viola Faculty Advisors: Dr. Rashmita Mistry Dr. Marjorie Orellana Introduction and Overview of Symposium During the winter quarter of 2007, the UCLA Research Training Grant (RTG) Spencer Fellows 1 and their faculty advisors began meetings to plan and organize a symposium that would focus on immigrant youth and education. The symposium would be sponsored by the Spencer Foundation and guidance would be provided by faculty advisors, but decisions about the conference structure, goals and focus would be left to the graduate students themselves. Following...
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Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary... more
Concerns from scholars about the exclusion of People of Color in children’s literature began in the early 20th century and continues today. The lack of children’s literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990’s have scholars begun to critically examine the portrayals of People of Color in children’s books. More recent research offers frameworks and methodologies for critical analyses of children’s books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children’s books about People of Color— A Critical Race Content Analysis. We provi...
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This conceptual paper explores how Critical Race Theory (CRT) in education can be utilized with a Critical Content Analysis (CCA) of children's literature. We first explain how we came to this work as education scholars trained to... more
This conceptual paper explores how Critical Race Theory (CRT) in education can be utilized with a Critical Content Analysis (CCA) of children's literature. We first explain how we came to this work as education scholars trained to examine systemic racism in educational institutions. We then explain the steps we have taken to pursue our current study that examines the portrayal of Latinx in children's literature. First, we describe an online library catalog platform that we have created to catalog a book collection of over 300 books by/about Latinx people published in the United States during a five-year period from 2011 to 2015. Next, we outline our understanding of two prevalent research approaches in critical analyses of children and youth literature, Critical Multicultural Analysis (CMA) and CCA. We then explain CRT in education and its tenets. Finally, we explain how the tenets of CRT can be applied to a CCA. We provide a set of guidelines for researchers to use in their...
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ED493397 - Falling through the Cracks: Critical Transitions in the Latina/o Educational Pipeline. 2006 Latina/o Education Summit Report. CSRC Research Report. Number 7.
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The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize... more
The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize Critical Race Theory (CRT) to extend theorizing on the concept of racial microaffirmations as a response to everyday systemic racism-racial microaggressions. We reframe the psychological concept of risk and protective factors to illustrate the relationship between racial microaggressions and microaffirmations. Our findings identify types of racial microaffirmations experienced by Students of Color at a public four-year institution in California. We explore how these microaffirmations are experienced and the effects they have on the students well-being.
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This article follows a Critical Race tradition of counterstorytelling to tell three stories from across three generations of Critical Race Scholars in Education. In each of our stories, we explain how we came to research racial... more
This article follows a Critical Race tradition of counterstorytelling to tell three stories from across three generations of Critical Race Scholars in Education. In each of our stories, we explain how we came to research racial microaggressions and how this work eventually led us to our current theorizing of racial microaffirmations. We have theorized racial microaffirmations as one of many responses to racial microaggressions. In this article, we define racial microaffirmations as subtle verbal and non-verbal strategies People of Color consciously engage (with other People of Color) that affirm each other's value, integrity, and shared humanity. We explain how racial microaffirmations have emerged within our own work and provide theoretical evidence of the concept, as discussed in research on self-affirmation theory in psychology. Finally, we provide examples of racial microaffirmations in the literature and encourage other scholars to conceptually and empirically examine the concept in the experiences of People of Color.
Research Interests:
In a sociopolitical context where immigrant and undocumented students are increasingly targeted by racist nativist practices and policies,¹ ethical considerations for research with these communities are imperative.² Acknowledging such... more
In a sociopolitical context where immigrant and undocumented students are increasingly targeted by racist nativist practices and policies,¹ ethical considerations for research with these communities are imperative.² Acknowledging such considerations should be the responsibility of all researchers, and serve as an entry point into the study of the experiences
of any historically marginalized population. In this brief, I argue that a move beyond ethicality is necessary to engage humanizing research methodologies that consider: 1.) The hierarchical power imbedded in the research process itself and, 2.) The ways we collaborate with undocumented communities in the methodological processes we design. I discuss testimonio as methodology informed by Chicana Feminist Epistemologies and Critical Race Theory (CRT) in Education to offer an example of a humanizing research approach with undocumented students in higher education.
of any historically marginalized population. In this brief, I argue that a move beyond ethicality is necessary to engage humanizing research methodologies that consider: 1.) The hierarchical power imbedded in the research process itself and, 2.) The ways we collaborate with undocumented communities in the methodological processes we design. I discuss testimonio as methodology informed by Chicana Feminist Epistemologies and Critical Race Theory (CRT) in Education to offer an example of a humanizing research approach with undocumented students in higher education.
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This conceptual paper explores how Critical Race Theory (CRT) in education can be utilized with a Critical Content Analysis (CCA) of children's literature. We first explain how we came to this work as education scholars trained to examine... more
This conceptual paper explores how Critical Race Theory (CRT) in education can be utilized with a Critical Content Analysis (CCA) of children's literature. We first explain how we came to this work as education scholars trained to examine systemic racism in educational institutions. We then explain the steps we have taken to pursue our current study that examines the portrayal of Latinx in children's literature. First, we describe an online library catalog platform that we have created to catalog a book collection of over 300 books by/about Latinx people published in the United States during a five-year period from 2011 to 2015. Next, we outline our understanding of two prevalent research approaches in critical analyses of children and youth literature, Critical Multicultural Analysis (CMA) and CCA. We then explain CRT in education and its tenets. Finally, we explain how the tenets of CRT can be applied to a CCA. We provide a set of guidelines for researchers to use in their own critical race analyses of children's literature and use an example of how these guidelines are applied.
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Critical race researchers have theorized and documented the varied ways that racial microaggressions are used to keep those at the racial margins in their place (Pierce, 1970). Racial microaggressions are (1) verbal and/or non-verbal... more
Critical race researchers have theorized and documented the varied ways that racial microaggressions are used to keep those at the racial margins in their place (Pierce, 1970). Racial microaggressions are (1) verbal and/or non-verbal assaults directed toward People of Color, often carried out in subtle, automatic or unconscious forms, (2) layered, based on race and its intersections with other subordinated social identities and, (3) cumulative, taking a psychological and physiological toll on People of Color when experienced over a lifetime (Pérez Huber & Solórzano, 2015). Naming racial microaggressions disrupts the normalized existence of racism and white supremacy, and recognizes the structural inequities and collective pain they cause (Freire, 1970). Equally important, is theorizing and creating a language for the everyday strategies of affirmation and validation that Communities of Color engage as a response to racial microaggressions. This brief seeks to begin this theorizing.
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This article provides a conceptual understanding of racial microaggressions from a critical race theoretical (CRT) perspective, as relevant to the field of Social Work. To do this, we utilize Critical Race Hypos, hypothetical pedagogical... more
This article provides a conceptual understanding of racial
microaggressions from a critical race theoretical (CRT) perspective,
as relevant to the field of Social Work. To do this, we
utilize Critical Race Hypos, hypothetical pedagogical tools
developed from existing literature on racial microaggressions,
and meant to engage critical dialogue on everyday racism in
the lives of People of Color. We explain the pedagogical utility
of Critical Race Hypos for engaging discussions about racial
microaggressions in social work training. This article provides
three Critical Race Hypos that focus on common questions
about racial microaggressions set within the context of a social
work graduate program classroom. The article concludes with
implications of these hypos for social work theory and practice.
microaggressions from a critical race theoretical (CRT) perspective,
as relevant to the field of Social Work. To do this, we
utilize Critical Race Hypos, hypothetical pedagogical tools
developed from existing literature on racial microaggressions,
and meant to engage critical dialogue on everyday racism in
the lives of People of Color. We explain the pedagogical utility
of Critical Race Hypos for engaging discussions about racial
microaggressions in social work training. This article provides
three Critical Race Hypos that focus on common questions
about racial microaggressions set within the context of a social
work graduate program classroom. The article concludes with
implications of these hypos for social work theory and practice.
Research Interests:
This article draws from a longitudinal study of 38 in-depth testimonio interviews with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college students and then as professionals. A Chicana feminist theoretical perspective... more
This article draws from a longitudinal study of 38 in-depth testimonio interviews
with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college
students and then as professionals. A Chicana feminist theoretical perspective in
education was utilized to explore how undocumented Chicana/Latina ways of
knowing emerged in the ways they worked with and for immigrant communities
as professionals. The study found that participants drew from their multiple
identities, social locations, and life experiences as undocumented Chicana/
Latina women to engage in pedagogies of resistance—everyday forms of
teaching and learning that challenge the subjugation of undocumented communities,
and are shaped by personal and collective experiences, knowledge,
and identities. The study found that participants utilized mestiza consciousness,
convivencia, and bodymindspirit to employ these pedagogies of resistance in
their professional work with and for immigrant communities.
with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college
students and then as professionals. A Chicana feminist theoretical perspective in
education was utilized to explore how undocumented Chicana/Latina ways of
knowing emerged in the ways they worked with and for immigrant communities
as professionals. The study found that participants drew from their multiple
identities, social locations, and life experiences as undocumented Chicana/
Latina women to engage in pedagogies of resistance—everyday forms of
teaching and learning that challenge the subjugation of undocumented communities,
and are shaped by personal and collective experiences, knowledge,
and identities. The study found that participants utilized mestiza consciousness,
convivencia, and bodymindspirit to employ these pedagogies of resistance in
their professional work with and for immigrant communities.
Concerned with how numbers are misused and distorted in research and public discourse at the expense of People of Color, this article attempts to answer the following: How do we use numbers to tell the stories of Communities of Color? We... more
Concerned with how numbers are misused and distorted in research
and public discourse at the expense of People of Color, this article
attempts to answer the following: How do we use numbers to tell the
stories of Communities of Color? We offer a QuantCrit counterstory to
share our journey of (re)imagining quantitative methods to center and
extend the commitments of critical race scholarship. Specifically, we
employ the tools of cultural intuition and groundtruthing to examine
educational attainment and occupational outcomes of Communities
of Color generally, and Latinas/os specifically, in order to challenge
dominant narratives of postsecondary degree ‘value’ and occupational
‘prestige.’ We describe how our QuantCrit journey led us to theorizing
a new index of occupational status and prestige for Communities of
Color, what we call a Critical Race Occupational Index. By sharing our
methodological counterstory, we offer a strategy for what it means to
employ QuantCrit, rather than a strict description of a methodological
design that produced specific results.
and public discourse at the expense of People of Color, this article
attempts to answer the following: How do we use numbers to tell the
stories of Communities of Color? We offer a QuantCrit counterstory to
share our journey of (re)imagining quantitative methods to center and
extend the commitments of critical race scholarship. Specifically, we
employ the tools of cultural intuition and groundtruthing to examine
educational attainment and occupational outcomes of Communities
of Color generally, and Latinas/os specifically, in order to challenge
dominant narratives of postsecondary degree ‘value’ and occupational
‘prestige.’ We describe how our QuantCrit journey led us to theorizing
a new index of occupational status and prestige for Communities of
Color, what we call a Critical Race Occupational Index. By sharing our
methodological counterstory, we offer a strategy for what it means to
employ QuantCrit, rather than a strict description of a methodological
design that produced specific results.
Research Interests:
This conceptual paper analyzes Donald Trump's presidential campaign to illustrate how articulatory practices of racist nativism exhibit a virulent adherence to white supremacy that opens the discursive doors of public discourse to engage... more
This conceptual paper analyzes Donald Trump's presidential campaign
to illustrate how articulatory practices of racist nativism exhibit a virulent adherence to
white supremacy that opens the discursive doors of public discourse to engage in more overt and violent practices of racism that target People of Color in the U.S. I argue that the wide-spread support of Donald Trump by U.S. voters is a white supremacist response to changing U.S. demographics from a historically white to inevitably non-white population, and perceived as a "threat" to white social status and power.
to illustrate how articulatory practices of racist nativism exhibit a virulent adherence to
white supremacy that opens the discursive doors of public discourse to engage in more overt and violent practices of racism that target People of Color in the U.S. I argue that the wide-spread support of Donald Trump by U.S. voters is a white supremacist response to changing U.S. demographics from a historically white to inevitably non-white population, and perceived as a "threat" to white social status and power.
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Utilizing a Latina/o Critical Theory framework (LatCrit), I examine the narratives that emerged within national newsprint media coverage of DREAMers and Central American unaccompanied children. Data included 268 newspaper articles... more
Utilizing a Latina/o Critical Theory framework (LatCrit), I examine the narratives that emerged within national newsprint media coverage of DREAMers and Central American unaccompanied children. Data included 268 newspaper articles published during periods of heightened national media attention about DREAMers (96 articles) and Central American unaccompanied children (172 articles). A content analysis revealed that prevalent and contradictory narratives created constructions of deservingness, where one group is positively portrayed as deserving of U.S. opportunity, and the other group, negatively portrayed as undeserving. The analysis shows that regardless of the positive or negative portrayals cast, constructions of " deservingness " are employed in these narratives that assigned values of non-nativeness to both groups that justify their continued subordination in U.S. society. The study illustrates the implicit and explicit functionalities of racist nativism that underlie both anti- and pro-immigrant U.S. immigration policies.
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This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and... more
This conceptual article utilizes critical race theory (CRT) to explain how
everyday forms of racism – racial microaggressions – emerge in the
everyday experiences of People of Color. We provide a framework for
understanding and analyzing racial microaggressions that demonstrates
how everyday racist events are systemically mediated by institutionalized
racism (i.e. structures and processes), and guided by ideologies of
white supremacy that justify the superiority of a dominant group
(whites) over non-dominant groups (People of Color). To demonstrate
the conceptual utility of the framework, we utilize historical and contemporary
examples of racial micoraggressions, and offer varied ways to
use the framework in critical race research. We argue racial microaggressions
can be a powerful ‘tool’ for identifying, disrupting, and dismantling
the racism that marginalizes, subordinates and excludes People
of Color in and outside of education.
everyday forms of racism – racial microaggressions – emerge in the
everyday experiences of People of Color. We provide a framework for
understanding and analyzing racial microaggressions that demonstrates
how everyday racist events are systemically mediated by institutionalized
racism (i.e. structures and processes), and guided by ideologies of
white supremacy that justify the superiority of a dominant group
(whites) over non-dominant groups (People of Color). To demonstrate
the conceptual utility of the framework, we utilize historical and contemporary
examples of racial micoraggressions, and offer varied ways to
use the framework in critical race research. We argue racial microaggressions
can be a powerful ‘tool’ for identifying, disrupting, and dismantling
the racism that marginalizes, subordinates and excludes People
of Color in and outside of education.
Research Interests:
Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to... more
Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial
microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate
a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual
assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in
various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance,
and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white
supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual
microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant
power structures. These discourses have allowed for the Mexican bandit image to pervade the public imagination of
Latinas/os for over 100 years.
microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate
a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual
assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in
various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance,
and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white
supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual
microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant
power structures. These discourses have allowed for the Mexican bandit image to pervade the public imagination of
Latinas/os for over 100 years.
Research Interests:
This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented and formerly undocumented Chicana/Latina college graduates are impacted by the California DREAM Act (Development, Relief and Education for... more
This study utilizes a Latina/o Critical Theory (LatCrit) framework to examine how undocumented
and formerly undocumented Chicana/Latina college graduates are impacted by the California
DREAM Act (Development, Relief and Education for Alien Minors Act, S 1291) and DACA
(Deferred Action for Childhood Arrivals), recent state and federal policies meant to increase
educational and economic opportunities for undocumented youth who meet certain requirements
regarding age, education, criminal record and time in the U.S. Findings indicate that the
historical contradictions of access and restriction of legal protections and opportunities for the
undocumented continue with these policies and become lived in the daily experiences of the
study participants. Longitudinal data includes a series of two interviews conducted in 2008 with 10
undocumented Chicana/Latina undergraduates, and a series of two additional follow-up interviews
conducted in 2013-2014 with 9 of the original 10 participants, a total of 38 interviews.
and formerly undocumented Chicana/Latina college graduates are impacted by the California
DREAM Act (Development, Relief and Education for Alien Minors Act, S 1291) and DACA
(Deferred Action for Childhood Arrivals), recent state and federal policies meant to increase
educational and economic opportunities for undocumented youth who meet certain requirements
regarding age, education, criminal record and time in the U.S. Findings indicate that the
historical contradictions of access and restriction of legal protections and opportunities for the
undocumented continue with these policies and become lived in the daily experiences of the
study participants. Longitudinal data includes a series of two interviews conducted in 2008 with 10
undocumented Chicana/Latina undergraduates, and a series of two additional follow-up interviews
conducted in 2013-2014 with 9 of the original 10 participants, a total of 38 interviews.
Research Interests:
Research Interests:
Research Interests:
In this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal’s 1998 Harvard... more
In this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal’s 1998 Harvard Edu- cational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educa- tional research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative para- digms are aligned with the scholarship of Gloria Anzaldúa, especially her theoreti- cal concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies in educational research.
Research Interests:
This book examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th... more
This book examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution.
Research Interests: Education, Teacher Education, Critical Race Studies, Higher Education, Race and Racism, and 10 morePolitical Science, Critical Race Theory, Politics, Law and Politics, Racism, Social Justice in Education, Educational Equity and Justice, Critical Race Theory and Whiteness theory, Equity and Social Justice in Higher Education, and Anti-Racism
Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out... more
Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, Racial Microaggressions can be used to disrupt the everyday racism that continues to target so many Communities of Color.