Qualities of Safer and Unsafe Spaces at an Emerging HSI: Community-Based Participatory Research to Center Latina/o/x Undergraduates’ Voices in Addressing Campus Issues

References

• Aiello, J., & Nero, S. J. (2019). Discursive dances: Narratives of insider/outsider researcher tensions. Journal of Language, Identity & Education, 18(4), 251–265. https://doi.org/10.1080/15348458.2019.1623035
   Web of Science ®Google Scholar
• Akom, A., Shah, A., Nakai, A., & Cruz, T. (2016). Youth participatory action research (YPAR) 2.0: How technological innovation and digital organizing sparked a food revolution in East Oakland. International Journal of Qualitative Studies in Education, 29(10), 1287–1307. https://doi.org/10.1080/09518398.2016.1201609
   PubMed Web of Science ®Google Scholar
• Alexander, J. A., Weiner, B. J., Metzger, M. E., Shortell, S. M., Bazzoli, G. J., Hasnain-Wynia, R., Sofaer, S., & Conrad, D. A. (2003). Sustainability of Collaborative Capacity in Community Health Partnerships. Medical Care Research and Review, 60(4 Suppl), 130S–160S. https://doi.org/10.1177/1077558703259069
   PubMed Web of Science ®Google Scholar
• Amatea, E. S., & West-Olatunji, C. A. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11(2), 81–89. https://doi.org/10.1177/2156759X0701100202
   Google Scholar
• Baer, U. (2019). What snowflakes get right: Free speech and truth on campus. Oxford University Press.
   Google Scholar
• Bloch, K. R., Taylor, T., & Martinez, K. (2020). Playing the race card: White injury, White victimhood and the paradox of colour-blind ideology in anti-immigrant discourse. Ethnic and Racial Studies, 43(7), 1130–1148. https://doi.org/10.1080/01419870.2019.1648844
   Web of Science ®Google Scholar
• Bracht, N., Finnegan, J. R., Rissel, C., Weisbrod, R., Gleason, J., Corbett, J., & Veblen-Mortenson, S. (1994). Community ownership and program continuation following a health demonstration project. Health Education Research, 9(2), 243–255. https://doi.org/10.1093/her/9.2.243
   PubMed Web of Science ®Google Scholar
• Breda, K. L. (1997). Professional nurses in unions: Working together pays off. Journal of Professional Nursing, 13(2), 99–109. https://doi.org/10.1016/S8755-7223(97)80010-5
   PubMed Web of Science ®Google Scholar
• Chambers, R. (2006). Participatory mapping and geographic information systems: Whose map? Who is empowered and who disempowered? Who gains and who loses? The Electronic Journal on Information Systems in Developing Countries, 25(2), 1–11. https://doi.org/10.1002/j.1681-4835.2006.tb00163.x
   Google Scholar
• Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science & Medicine, 41(12), 1667–1676. https://doi.org/10.1016/0277-9536(95)00127-S
   PubMed Web of Science ®Google Scholar
• Dayton, B., Gonzalez‐Vasquez, N., Martinez, C. R., & Plum, C. (2004). Hispanic‐serving institutions through the eyes of students and administrators. New Directions for Student Services, 2004(105), 29–40. https://doi.org/10.1002/ss.114
   Google Scholar
• Deeb-Sossa, N. (Ed.). (2019). Community-based participatory research: Testimonios from Chicana/o studies. University of Arizona Press.
   Google Scholar
• Deeb-Sossa, N., & Boulware, J. (2018). “We are not a token!”: Cultural citizenship and transformational resistance in higher education. Urban Education, 1–32. https://doi.org/10.1177/0042085918802629
   Google Scholar
• Erbstein, N., Hartzog, C., & Geraghty, E. M. (2013). Putting youth on the map: A pilot instrument for assessing youth well-being. Child Indicators Research, 6(2), 257–280. https://doi.org/10.1007/s12187-012-9170-6
   PubMed Web of Science ®Google Scholar
• Fernández, L. (2002). Telling stories about school: Using critical race and Latino critical theories to document Latina/Latino education and resistance. Qualitative Inquiry, 8(1), 45–65. https://doi.org/10.1177/107780040200800104
   Google Scholar
• Freire, P. (1973). Education for Critical Consciousness. Seabury.
   Google Scholar
• Garcia, C. E. (2019). “ They don’t even know that we exist”: Exploring sense of belonging within sorority and fraternity communities for Latina/o members. Journal of College Student Development, 60(3), 319–336. https://doi.org/10.1353/csd.2019.0029
   Web of Science ®Google Scholar
• García, H. A., & Garza, T. (2016). Retaining Latino males in community colleges: A structural model explaining sense of belonging through socio-academic integration. Journal of Applied Research in the Community College, 23(2), 41–58. https://ecommons.luc.edu/jcshesa/vol2/iss1/4/
   Google Scholar
• Garcia, G. A., & Johnston-Guerrero, M. P. (2015). Challenging the utility of a racial microaggressions framework through a systematic review of racially biased incidents on campus. Journal of Critical Scholarship on Higher Education and Student Affairs, 2(1), 4. https://ecommons.luc.edu/jcshesa/vol2/iss1/4
   Google Scholar
• Gordon, E., Elwood, S., & Mitchell, K. (2016). Critical spatial learning: Participatory mapping, spatial histories, and youth civic engagement. Children’s Geographies, 14(5), 558–572. https://doi.org/10.1080/14733285.2015.1136736
   Web of Science ®Google Scholar
• Hayes, D. (2004). The therapeutic turn in education. In D. Hayes (Ed.), The Routledge guide to key debates in education (pp. 180–185). Routledge.
   Google Scholar
• Huang, G., & London, J. K. (2016). Mapping in and out of “messes”: An adaptive, participatory, and transdisciplinary approach to assessing cumulative environmental justice impacts. Landscape and Urban Planning, 154, 57–67. https://doi.org/10.1016/j.landurbplan.2016.02.014
   Web of Science ®Google Scholar
• Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345. https://doi.org/10.2307/2673270
   Web of Science ®Google Scholar
• Hussain, M., & Jones, J. M. (2019). Discrimination, diversity, and sense of belonging: Experiences of students of color. Journal of Diversity in Higher Education, 12(3), 242–254. http://dx.doi.org/10.1037/dhe0000117
   PubMedGoogle Scholar
• Israel, B. A., Lantz, P. M., McGranaghan, R. J., Guzman, J. R., Lichtenstein, R., & Rowe, Z. (2005). Documentation and evaluation of CBPR partnerships: In-depth interviews and closed-ended questionnaires. In B. Israel, E. Eng, A. J. Schulz, & E. Parker (Eds.), Methods for community-based participatory research for health (pp. 255–277). Jossey-Bass.
   Google Scholar
• Israel, B. A., Schulz, A., Parker, E., & Becker, A. (2001). Community-based participatory research: Policy recommendations for promoting a partnership approach in health research. Education for Health, 14(2), 182–197. https://doi.org/10.1080/13576280110051055
   PubMedGoogle Scholar
• Jackson, C. F. (2014). Serigrafía. Boom: A Journal of California, 4(1), 78–85. https://doi.org/10.1525/boom.2014.4.1.78
   Google Scholar
• Johnson, D. R. (2012). Campus racial climate perceptions and overall sense of belonging among racially diverse women in STEM majors. Journal of College Student Development, 53(2), 336–346. https://doi.org/10.1353/csd.2012.0028
   Web of Science ®Google Scholar
• Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H. T., & Longerbeam, S. D. (2007). Examining sense of belonging among first-year undergraduates from different racial/ethnic groups. Journal of College Student Development, 48(5), 525–542. https://doi.org/10.1353/csd.2007.0054
   Web of Science ®Google Scholar
• Kisfalvi, V., & Oliver, D. (2015). Creating and maintaining a safe space in experiential learning. Journal of Management Education, 39(6), 713–740. https://doi.org/10.1177/1052562915574724
   Web of Science ®Google Scholar
• Kolber, J. (2017). Having it both ways: White denial of racial salience while claiming oppression. Sociology Compass, 11(2), e12448. https://doi.org/10.1111/soc4.12448
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U. S. schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
   Web of Science ®Google Scholar
• Lanou, A. J., Perry, J., Perry, L. G., III, Garland, B., Hunt, K., & Gold-Leighton, K. (2021). Practice report: Student health ambassadors at residential campuses contribute to safer campus living and learning during the COVID-19 pandemic. Journal of Higher Education Theory and Practice, 21(8), 144–158. https://www.researchgate.net/profile/Lane-Perry/publication/354423539_Practice_Report_Student_Health_Ambassadors_at_Residential_Campuses_Contribute_to_Safer_Campus_Living_and_Learning_During_the_COVID-19_Pandemic/links/6137bb865c10801fe1821ce4/Practice-Report-Student-Health-Ambassadors-at-Residential-Campuses-Contribute-to-Safer-Campus-Living-and-Learning-During-the-COVID-19-Pandemic.pdf
   Google Scholar
• Maestas, R., Vaquera, G. S., & Zehr, L. M. (2007). Factors impacting sense of belonging at a Hispanic-serving institution. Journal of Hispanic Higher Education, 6(3), 237–256. https://doi.org/10.1177/1538192707302801
   Google Scholar
• Martinez, E., & Elue, C. (2020). From community college to graduate school: Exploring the role of academic advisors in promoting graduate education at baccalaureate degree-granting community colleges. The Journal of Higher Education, 91(7), 1003–1027. https://doi.org/10.1080/00221546.2020.1732176
   Web of Science ®Google Scholar
• Mazzei, L. A., & Jackson, A. Y. (2012). Complicating voice in a refusal to “let participants speak for themselves”. Qualitative Inquiry, 18(9), 745–751. https://doi.org/10.1177/1077800412453017
   Web of Science ®Google Scholar
• Muñoz, J. E. (1999). Disidentifications: Queers of color and the performance of politics. University of Minnesota Press.
   Google Scholar
• Museus, S. D., Yi, V., & Saelua, N. (2017). The impact of culturally engaging campus environments on sense of belonging. The Review of Higher Education, 40(2), 187–215. https://doi.org/10.1353/rhe.2017.0001
   Web of Science ®Google Scholar
• Nieli, R. K. (2016). Snowflake Jacobins: Black Rage on campus. Academic Questions, 29(2), 161. https://doi.org/10.1007/s12129-016-9558-8
   Google Scholar
• O’Gorman, E., Salmon, N., & Murphy, C. A. (2016). Schools as sanctuaries: A systematic review of contextual factors which contribute to student retention in alternative education. International Journal of Inclusive Education, 20(5), 536–551. https://doi.org/10.1080/13603116.2015.1095251
   Web of Science ®Google Scholar
• Pluye, P., Potvin, L., Denis, J. L., & Pelletier, J. (2004). Program sustainability: Focus on organizational routines. Health Promotion International, 19(4), 489–500. https://doi.org/10.1093/heapro/dah411
   PubMed Web of Science ®Google Scholar
• Raab, M. R. (2022). How sense of belonging impacts student retention: Examining the experience of first-generation Latino/a/x students attending PWIs. Culminating Experience Projects, 123. https://scholarworks.gvsu.edu/gradprojects/123
   Google Scholar
• Rappaport, N., Alegria, M., Mulvaney-Day, N., & Boyle, B. (2008). Staying at the table: Building sustainable community-research partnerships. Journal of Community Psychology, 36(6), 693–701. https://doi.org/10.1002/jcop.20249
   PubMed Web of Science ®Google Scholar
• Rendón, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 127–156). Vanderbilt University Press.
   Google Scholar
• Roth, M. S. (2019). Safe enough spaces: A pragmatist’s approach to inclusion, free speech, and political correctness on college campuses. Yale University Press.
   Google Scholar
• Sadd, J., Morello-Frosch, R., Pastor, M., Matsuoka, M., Prichard, M., & Carter, V. (2014). The truth, the whole truth, and nothing but the ground-truth: Methods to advance environmental justice and researcher–community partnerships. Health Education & Behavior, 41(3), 281–290. https://doi.org/10.1177/1090198113511816
   PubMed Web of Science ®Google Scholar
• Schwartz, R., Smith, C., Speers, M., Dusenbury, L., Bright, F., Hedlund, S., & Schmid, T. (1993). Capacity building and resource needs of state health agencies to implement community-based cardiovascular disease programs. Journal of Public Health Policy, 14(4), 480–494. https://doi.org/10.2307/3342879
   PubMedGoogle Scholar
• Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programs: Conceptual frameworks and future directions for research, practice and policy. Health Education Research, 13(1), 87–108. https://doi.org/10.1093/her/13.1.87
   PubMed Web of Science ®Google Scholar
• Sleeter, C. E. (2011). The academic and social value of ethnic studies: A research review. National Education Association Research Department. https://vtechworks.lib.vt.edu/bitstream/handle/10919/84024/AcademicSocialValue.pdf?sequence=1&isAllowed=y
   Google Scholar
• Smith, W. A. (2009). Campus wide climate: Implications for African American students. The SAGE handbook of African American education, 297–309.
   Google Scholar
• Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. Qualitative Studies in Education, 14(4), 471–495. https://doi.org/10.1080/095183998236926
   Google Scholar
• Solórzano, D. G., & Bernal, D. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. https://doi.org/10.1177/0042085901363002
   Web of Science ®Google Scholar
• Solórzano, D. G., Ceja, M., & Yosso, T. J. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1), 60–73. https://doi.org/10.1080/095183998236926
   Google Scholar
• Stevens, P. E., & Hall, J. M. (1998). Participatory action research for sustaining individual and community change: A model of HIV prevention education. AIDS Education and Prevention, 10(5), 387–402. https://www.proquest.com/scholarly-journals/participatory-action-research-sustaining/docview/197988016/se-2
   PubMed Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and technique (2nd) ed.). Sage.
   Google Scholar
• Strayhorn, T. L. (2019). Sense of belonging and student success at historically black colleges and universities: A key to strategic enrollment management and institutional transformation. Examining Student Retention and Engagement Strategies at Historically Black Colleges and Universities, 32–52. https://doi.org/10.4018/978-1-5225-7021-9.ch003
   Google Scholar
• Taylor, S., Jr., (2015). “A little-understood engine of campus unrest: Racial admissions preferences,” American Spectator. http://spectator.org/articles/64739/little-understood-engine-campus-unrest-ra-cial-admissions-preferences
   Google Scholar
• Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. https://doi.org/10.1353/hpu.2010.0233
   PubMed Web of Science ®Google Scholar
• Vandenberg, A. (2017, January 12). Far-right conservative Breitbart editor to speak at UC Davis. The California Aggie. https://theaggie.org/2017/01/12/far-right-conservative-breitbart-editor-to-speak-at-uc-davis/
   Google Scholar
• Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185–192. https://doi.org/10.1089/jwh.1999.8.185
   PubMed Web of Science ®Google Scholar
• Wang, C. C., & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171–186. https://doi.org/10.1177/109019819402100204
   PubMedGoogle Scholar
• Wang, C. C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309
   PubMed Web of Science ®Google Scholar
• Webb, C. (1990). Partners in research. Nursing Times, 86(32), 40–44. PMID: 2385513.
   PubMedGoogle Scholar
• West, A. (2017). Exploration of the prevalence and experiences of low-income Latinx undergraduate students navigating food and housing insecurity at a four year research university. [Unpublished master’s thesis, CSU Sacramento].
   Google Scholar
• Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267–301. http://doi.org/10.3102/0034654311405999
   Web of Science ®Google Scholar
• Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79(4), 659–691. https://doi.org/10.17763/haer.79.4.m6867014157m707l
   Web of Science ®Google Scholar
• Zarate, M. E., & Conchas, G. Q. (2010). Contemporary and Critical Methodological Shifts in Research on Latino Education. In `Handbook of Latinos and education (pp. 116–133). Routledge.
   Google Scholar