“It Snows Year-Round Here”: A Counterstory about Mexican/Mexican American/Xicanx Students’ Experiences with Racism at a Predominantly White University in the Northeast

References

• Alcoff, L. (1991). The problem of speaking for others. Cultural Critique, 20(20), 5–32. https://doi.org/10.2307/1354221
   Google Scholar
• Andrade, L. M. (2018). Latina/o transfer students’ selective integration and spatial awareness of university spaces. Journal of Hispanic Higher Education, 17(4), 347–374. https://doi.org/10.1177/1538192717701252
   Google Scholar
• Baszile, D. T. (2015). Rhetorical revolution: Critical race counterstorytelling and the abolition of white democracy. Qualitative Inquiry, 21(3), 239–249. https://doi.org/10.1177/1077800414557830
   Web of Science ®Google Scholar
• Bhattacharya, H. (2008). New critical collaborative ethnography. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 303–322). Guilford Press.
   Google Scholar
• Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y
   Google Scholar
• Cabrera, N. L. (2014). Exposing Whiteness in higher education: White male college students minimizing racism, claiming victimization, and recreating White supremacy. Race Ethnicity and Education, 17(1), 30–55. https://doi.org/10.1080/13613324.2012.725040
   Web of Science ®Google Scholar
• Ceja, M., & Rivas, M. A. (2010). Faculty-student interactions and Chicana Ph.D. aspirations. Journal of the Professoriate, 3(2), 78–98. https://search-ebscohost-com.proxy.lib.pdx.edu/login.aspx?direct=true&AuthType=ip,url,uid&db=aph&AN=65918875&site=ehost-live
   Google Scholar
• Cole, S., & Barber, E. (2003). Increasing faculty diversity: The occupational choices of high-achieving minority students. Harvard University Press.
   Google Scholar
• Cook, D. A., & Dixson, A. D. (2013). Writing critical race theory and method: A composite counterstory on the experiences of Black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies in Education, 26(10), 1238–1258. https://doi.org/10.1080/09518398.2012.731531
   Google Scholar
• Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law Review, 87(8), 2411–2441. https://doi.org/10.2307/1289308
   Web of Science ®Google Scholar
• Delgado, R. (1993). On telling stories in school: A reply to Farber and Sherry. Vanderbilt Law Review, 46, 665–676. https://scholarship.law.vanderbilt.edu/vlr/vol46/iss3/3
   Web of Science ®Google Scholar
• Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–583. https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
   Web of Science ®Google Scholar
• Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 14(5), 623–639. https://doi.org/10.1080/09518390110059838
   Google Scholar
• Delgado Bernal, D. (2002). Critical race theory, LatCrit theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
   Google Scholar
• Espino, M. M. (2012). Seeking the “truth” in the stories we tell: The role of critical race epistemology in higher education research. The Review of Higher Education, 36(1S), 31–67. https://doi.org/10.1353/rhe.2012.0048
   Google Scholar
• Feagin, J. R., Vera, H., & Imani, N. (1996). The agony of education: Black students at White colleges and universities. Psychology Press.
   Google Scholar
• Fierros, C., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as methodology. Chicana/Latina Studies, 15(2), 98–121. http://www.jstor.org/stable/43941617
   Google Scholar
• Flores, J., & Garcia, S. (2009). Latina testimonios: A reflexive, critical analysis of a “Latina space” at a predominantly White campus. Race Ethnicity and Education, 12(2), 155–172. https://doi.org/10.1080/13613320902995434
   Web of Science ®Google Scholar
• Ford, K. A., & Malaney, V. K. (2012). “I now harbor more pride in my race:” The educational benefits of inter- and intra-racial dialogues on the experiences of students of color and multiracial students. Equity & Excellence in Education, 45(1), 14–35. https://doi.org/10.1080/10665684.2012.643180
   Google Scholar
• Garcia, G. A. (2019). Becoming Hispanic-serving institutions: Opportunities for colleges and universities. Johns Hopkins University Press.
   Google Scholar
• Gonzalez, M. A. (2022). HorCHATa: A counterstory about a Mexican-based student organization as a counter-space at a predominantly White University. Association of Mexican American Educators, 16(1), 22–52. https://doi.org/10.24974/amae.16.1.459
   Google Scholar
• González, K. P. (2002). Campus culture and the experiences of Chicano students in a predominantly White university. Urban Education, 37(2), 193–218. https://doi.org/10.1177/0042085902372003
   Web of Science ®Google Scholar
• Griffin, R. A., Ward, L., & Phillips, A. R. (2014). Still flies in buttermilk: Black male faculty, critical race theory, and composite counterstorytelling. International Journal of Qualitative Studies in Education, 27(10), 1354–1375. https://doi.org/10.1080/09518398.2013.840403
   Google Scholar
• Gusa, D. L. (2010). White institutional presence: The impact of Whiteness on campus climate. Harvard Educational Review, 80(4), 464–490. https://doi.org/10.17763/haer.80.4.p5j483825u110002
   Web of Science ®Google Scholar
• Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 2007(120), 7–24. https://doi.org/10.1002/ss.254
   Google Scholar
• Harwood, S. A., Huntt, M. B., Mendenhall, R., & Lewis, J. A. (2012). Racial microaggressions in the residence halls: Experiences of students of color at a predominantly White university. Journal of Diversity in Higher Education, 5(3), 159–173. https://doi.org/10.1037/a0028956
   Web of Science ®Google Scholar
• Hiraldo, P. (2010). The role of critical race theory in higher education. The Vermont Connection, 31(1), 7. https://scholarworks.uvm.edu/tvc/vol31/iss1/7
   Google Scholar
• Hurtado, S., Carter, D. F., & Spuler, A. (1996). Latino student transition to college: Assessing difficulties and factors in successful college adjustment. Research in Higher Education, 37(2), 135–157. https://doi.org/10.1007/BF01730113
   Web of Science ®Google Scholar
• Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3), 235–251. https://doi.org/10.1177/1538192705276548
   Google Scholar
• Jones, L., Castellanos, J., & Cole, D. (2002). Examining the ethnic minority student experience at predominantly White institutions: A case study. Journal of Hispanic Higher Education, 1(1), 19–39. https://doi.org/10.1177/1538192702001001003
   Google Scholar
• Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race, Ethnicity and Education, 15(4), 441–462. https://doi.org/10.1080/13613324.2012.674026
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2013). Critical race theory—What it is not! In M. Lynn (Ed.), Handbook of critical race theory in education (pp. 54–67). Routledge.
   Google Scholar
• Ledesma, M. C., & Calderón, D. (2015). Critical race theory in education: A review of past literature and a look to the future. Qualitative Inquiry, 21(3), 206–222. https://doi.org/10.1177/1077800414557825
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 163–188). Sage.
   Google Scholar
• Madison, D. S. (2005). Critical ethnography: Method, ethics, and performance. Sage.
   Google Scholar
• Malagón, M. C., Huber, L. P., & Velez, V. N. (2009). Our experiences, our methods: Using grounded theory to inform a critical race theory methodology. Seattle Journal for Social Justice, 8, 253–272. https://digitalcommons.law.seattleu.edu/sjsj/vol8/iss1/10
   Google Scholar
• Martinez, A. Y. (2014). A plea for critical race theory counterstory: Stock story versus counterstory dialogues concerning Alejandra’s “fit” in the academy. Composition Studies, 42(2), 33–55. https://doi.org/10.37514/ATD-B.2016.0933.2.03
   Google Scholar
• Milner, H. R., IV, & Howard, T. C. (2013). Counter-narrative as method: Race, policy and research for teacher education. Race Ethnicity and Education, 16(4), 536–561. https://doi.org/10.1080/13613324.2013.817772
   Web of Science ®Google Scholar
• Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial microaggressions reconsidered. American Educational Research Journal, 50(3), 432–465. https://doi.org/10.3102/0002831212468048
   Web of Science ®Google Scholar
• Muñoz, F. M. (2009). Critical race theory and the landscapes of higher education. The Vermont Connection, 30(1), 6. https://scholarworks.uvm.edu/tvc/vol30/iss1/6
   Google Scholar
• Pérez Huber, L. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. The Journal of Educational Foundations, 24(1/2), 77–96. https://eric.ed.gov/?id=EJ885982
   Google Scholar
• Pérez Huber, L., & Solórzano, D. G. (2015). Racial microaggressions as a tool for critical race research. Race Ethnicity and Education, 18(3), 297–320. https://doi.org/10.1080/13613324.2014.994173
   Web of Science ®Google Scholar
• Pierce, C. (1970). Offensive mechanisms. In F. B. Barbour (Ed.), The Black seventies (pp. 265–282). Porter Sargent Publisher.
   Google Scholar
• Pizarro, M. (1998). “Chicana/o Power!” Epistemology and methodology for social justice and empowerment in Chicana/o communities. International Journal of Qualitative Studies in Education, 11(1), 57–80. https://doi.org/10.1080/095183998236890
   Google Scholar
• Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd) ed.). Sage.
   Google Scholar
• Smith, W. A. (2004). Black faculty coping with racial battle fatigue: The campus racial climate in a post-Civil rights era. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 171–190). Peter Lang.
   Google Scholar
• Solórzano, D. G. (1997). Images and words that wound: Critical race theory, racial stereotyping, and teacher education. Teacher Education Quarterly, 24(3), 5–19. https://www.jstor.org/stable/23478088
   Google Scholar
• Solórzano, D. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11(1), 121–136. https://doi.org/10.1080/095183998236926
   Google Scholar
• Solórzano, D. G., Allen, W. R., & Carroll, G. (2002). Keeping race in place: Racial microaggressions and campus racial climate at the University of California, Berkeley. Chicano-Latino Law Review, 23, 15. https://doi.org/10.5070/C7231021142
   Google Scholar
• Solórzano, D. G., & Villalpando, O. (1998). Critical race theory, marginality, and the experience of students of color in higher education. In C. A. Torres & T. R. Mitchell (Eds.), Sociology of education: Emerging perspectives (pp. 211–224). SUNY Press.
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter- storytelling. International Journal of Qualitative Studies in Education, 14(4), 471–495. https://doi.org/10.1080/09518390110063365
   Google Scholar
• Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
   Google Scholar
• Stout, R., Archie, C., Cross, D., & Carman, C. A. (2018). The relationship between faculty diversity and graduation rates in higher education. Intercultural Education, 29(3), 399–417. https://doi.org/10.1080/14675986.2018.1437997
   Web of Science ®Google Scholar
• Tatum, B. D. (2007). Can we talk about race?: And other conversations in an era of school resegregation. Beacon Press.
   Google Scholar
• Torres, L., Driscoll, M. W., & Burrow, A. L. (2010). Racial microaggressions and psychological functioning among highly achieving African-Americans: A mixed-methods approach. Journal of Social and Clinical Psychology, 29(10), 1074–1099. https://doi.org/10.1521/jscp.2010.29.10.1074
   Web of Science ®Google Scholar
• Umbach, P. D. (2006). The contribution of faculty of color to undergraduate education. Research in Higher Education, 47(3), 317–345. https://doi.org/10.1007/s11162-005-9391-3
   Web of Science ®Google Scholar
• Valencia, R. R. (2002). “Mexican Americans don’t value education!” On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103. https://doi.org/10.1207/S1532771XJLE0102_2
   Google Scholar
• Villalpando, O. (2003). Self‐segregation or self‐preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students. Qualitative Studies in Education, 16(5), 619–646. https://doi.org/10.1080/0951839032000142922
   Google Scholar
• Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical theory for Latino college students. New Directions for Student Services, 2004(105), 41–50. https://doi.org/10.1002/ss.115
   Google Scholar
• Wilder, C. S. (2014). Ebony and ivy: Race, slavery, and the troubled history of America’s universities. Bloomsbury Publishing.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar
• Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. Routledge.
   Google Scholar
• Yosso, T. J., & Lopez, C. B. (2010). Counterspaces in a hostile place: A critical race theory analysis of campus culture centers. In L. Patton (Ed.), Culture centers in higher education: Perspectives on identity, theory, and practice (pp. 83–104). Stylus.
   Google Scholar
• Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (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