428
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Snapshots of Everyday Affirmations Captured Through Critical Race Photovoice: Seven Women’s Strategies to Deploy Asset-Based Resources During Their College Transition

References

  • Acevedo-Gil, N. (2015). Critical race case study on college choice. In G. Q. Conchas & B. M. Hinga (Eds.), Cracks in the schoolyard: Confronting Latino educational inequality (pp. 37–53). Teachers College Press.
  • Benmayor, R. (2002). Narrating cultural citizenship: Oral histories of first-generation college students of Mexican origin. Social Justice, 29(4), 96–121. https://www.jstor.org/stable/29768151
  • Cabrera, N. L., & Padilla, A. M. (2004). Entering and succeeding in the “culture of college”: The story of two Mexican heritage students. Hispanic Journal of Behavioral Sciences, 26(2), 152–170. https://doi.org/10.1177/0739986303262604
  • Chapman, T. K., & Bhopal, K. K. (2013). Countering common-sense understandings of ‘good parenting:’ Women of color advocating for their children. Race Ethnicity and Education, 16(4), 562–586. https://doi.org/10.1080/13613324.2013.817773
  • Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593
  • Coronella, T. (2021). First-generation Latina engineering students’ aspirational counterstories. In E. M. Gonzalez, F. Fernandez, & M. Wilson (Eds.), An asset-based approach to advancing Latina students in STEM: Increasing resilience, participation, and success (pp. 115–130). Routledge.
  • Covarrubias, A. (2019). Quantitative intersectionality: A critical race analysis of the Chicana/o educational pipeline. In E. G. Murillo Jr. (Ed.), Critical readings on Latinos and education: Tasks, themes, and solutions (pp. 59–77). Routledge.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  • Crul, M., Schneider, J., Keskiner, E., & Lelie, F. (2017). The multiplier effect: How the accumulation of cultural and social capital explains steep upward social mobility of children of low-educated immigrants. Ethnic and Racial Studies, 40(2), 321–338. https://doi.org/10.1080/01419870.2017.1245431
  • 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
  • Delgado Bernal, D. (2002). Critical race theory, Latino critical 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
  • Duran, A., Dahl, L. S., Stipeck, C., & Mayhew, M. J. (2020). A critical quantitative analysis of students’ sense of belonging: Perspectives on race, generation status, and collegiate environments. Journal of College Student Development, 61(2), 133–153. https://doi.org/10.1353/csd.2020.0014
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119–162). Macmillan.
  • Erickson, F. (1998). Qualitative research methods for science education. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 1133–1173). Kluwer Academic.
  • Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demand. Journal of Hispanic Higher Education, 9(4), 317–330. https://doi.org/10.1177/1538192710380919
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
  • Gloria, A. M., & Castellanos, J. (2012). Desafíos y bendiciones: A multiperspective examination of the educational experiences and coping responses of first-generation college Latina students. Journal of Hispanic Higher Education, 11(1), 82–99. https://doi.org/10.1177/1538192711430382
  • Graesch, A. P. (2009). Material indicators of family busyness. Social Indicators Research, 93(1), 85–94. https://doi.org/10.1007/s11205-008-9408-3
  • Greene, S., Burke, K., & McKenna, M. (2013). Forms of voice: Exploring the empowerment of youth at the intersection of art and action. The Urban Review, 45(3), 311–334. https://doi.org/10.1007/s11256-012-0228-z
  • Guiffrida, D. (2005). To break away or strengthen ties to home: A complex issue for African American college students attending a predominantly white institution. Equity & Excellence in Education, 38(1), 49–60. https://doi.org/10.1080/10665680590907864
  • Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. https://doi.org/10.3102/0013189X032005019
  • Iseke, J. M. (2011). Indigenous digital storytelling in video: Witnessing with Alma Desjarlais. Equity & Excellence in Education, 44(3), 311–329. https://doi.org/10.1080/10665684.2011.591685
  • Jehangir, R. R., Telles, A. B., & Deenanath, V. (2020). Using photovoice to bring career into a new focus for first-generation college students. Journal of Career Development, 47(1), 59–79. https://doi.org/10.1177/0894845318824746
  • Kinney, P. (2017). Walking interviews. Social Research Update, 67(Summer), 1–4. https://sru.soc.surrey.ac.uk/SRU67.pdf
  • Langenkamp, A. G. (2019). Latino/a immigrant parents’ educational aspirations for their children. Race Ethnicity and Education, 22(2), 231–249. https://doi.org/10.1080/13613324.2017.1365054
  • Lincoln, Y. S., & Denzin, N. K. (1994). The fifth movement. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 575–586). Sage.
  • Lozano, A. (2010). Latina/o culture centers: Providing a sense of belonging and promoting student success. In L. D. Patton (Ed.), Culture centers in higher education: Perspectives on identity, theory, and practice (pp. 3–25). Stylus.
  • Malagon, M. C., Perez Huber, L., & Velez, V. N. (2009). Our experiences, our methods: Using grounded theory to inform a critical race theory methodology. Seattle Journal for Social Justice, 8(1), 253–272. https://digitalcommons.law.seattleu.edu/sjsj/vol8/iss1/10
  • Matos, J. M. D. (2015). La familia: The important ingredient for Latina/o college student engagement and persistence. Equity & Excellence in Education, 48(3), 436–453. https://doi.org/10.1080/10665684.2015.1056761
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
  • Noe-Bustamante, L., Lopez, M. H., & Krogstad, J. M. (2020). U.S. Hispanic population surpasses 60 million in 2019, but growth has slowed. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/07/07/u-s-hispanic-population-surpassed-60-million-in-2019-but-growth-has-slowed/
  • Perez Huber, L. (2008). Building critical race methodologies in educational research: A research note on critical race testimonio. FIU Law Review, 4(1), 159–174. https://dx.doi.org/10.25148/lawrev.4.1.15
  • Pérez Huber, L. (2009). Disrupting apartheid of knowledge: Testimonio as methodology in Latina/o critical race research in education. International Journal of Qualitative Studies in Education, 22(6), 639–654. https://doi.org/10.1080/09518390903333863
  • Phinney, J. S., & Haas, K. (2003). The process of coping among ethnic minority first-generation college freshmen: A narrative approach. The Journal of Social Psychology, 143(6), 707–726. https://doi.org/10.1080/00224540309600426
  • Powell, C., Demetriou, C., Morton, T. R., & Ellis, J. M. (2021). A CRT-informed model to enhance experiences and outcomes of racially minoritized students. Journal of Student Affairs Research and Practice, 58(3), 241–253. https://doi.org/10.1080/19496591.2020.1724546
  • Quiocho, A. M. L., & Daoud, A. M. (2006). Dispelling myths about Latino parent participation in schools. The Educational Forum, 70(3), 255–267. https://doi.org/10.1080/00131720608984901
  • Rocha, J. (2021a). A multi-methods approach to qualitative inquiry to explore the college journeys of Mexican American women [Manuscript submitted for publication]. Department of Internal Medicine, Northwestern University.
  • Rocha, J. (2021b). Pedagogies of sacrifices: The use of narratives as socialization in families and a human resource for resilience. Race Ethnicity and Education, 24(2), 186–209. https://doi.org/10.1080/13613324.2020.1753670
  • Rocha, J., & Coronella, T. (in press). Academic resilience of Mexican heritage women in college: Transforming meaningful information into asset-based resources [Manuscript submitted for publication]. Department of Internal Medicine, Northwestern University.
  • Rodriguez, S. L., Garbee, K., & Martínez-Podolsky, E. (2021). Coping with college obstacles: The complicated role of familia for first-generation Mexican American college students. Journal of Hispanic Higher Education, 20(1), 75–90. https://doi.org/10.1177/1538192719835683
  • Romasanta, L., & Liou, D. D. (2019). A photo-testimonio: Educational expectations for resiliencies of first-generation Latina STEM college students. In J. S. Brooks & G. Theoharis (Eds.), Whiteucation: Privilege, power, and prejudice in school and society (pp. 132–157). Routledge.
  • Sánchez, B., Reyes, O., & Singh, J. (2006). Makin’ it in college: The value of significant individuals in the lives of Mexican American adolescents. Journal of Hispanic Higher Education, 5(1), 48–67. https://doi.org/10.1177/1538192705282570
  • Schwartz, S. E. O., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Horn, J. P., Parnes, M., & Spencer, R. (2018). “I’m having a little struggle with this, can you help me out?”: Examining impacts and processes of a social capital intervention for first‐generation college students. American Journal of Community Psychology, 61(1/2), 166–178. https://doi.org/10.1002/ajcp.12206
  • Shapiro, S. (2018). Familial capital, narratives of agency, and the college transition process for refugee-background youth. Equity & Excellence in Education, 51(3/4), 332–346. https://doi.org/10.1080/10665684.2018.1546151
  • Solórzano, D., Pérez Huber, L., & Huber-Verjan, L. (2020). Theorizing racial microaffirmations as a response to racial microaggressions: Counterstories across three generations of critical race scholars. Seattle Journal for Social Justice, 18(2), 185–215. https://digitalcommons.law.seattleu.edu/sjsj/vol18/iss2/10/
  • Solorzano, 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
  • Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on Independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. https://doi.org/10.1037/a0027143
  • Tachine, A. R., Cabrera, N. L., & Yellow Bird, E. (2017). Home away from home: Native American students’ sense of belonging during their first year in college. The Journal of Higher Education, 88(5), 785–807. https://doi.org/10.1080/00221546.2016.1257322
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press.
  • Valencia, R. R., & Black, M. S. (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
  • Walters, E. (1996). Embracing the spirit of multiculturalism in higher education as a means of Black and Hispanic student retention. Equity & Excellence in Education, 29(3), 43–47. https://doi.org/10.1080/1066568960290307
  • Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171–186. https://doi.org/10.1177/109019819402100204
  • Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309
  • Yosso, T. J. (2006). Critical race counterstories along the Chicana/o educational pipeline. Routledge.
  • Yosso, T. J., & Lopez, C. B. (2010). Counterspaces in a hostile place: A critical race theory analysis of campus culture centers. In L. D. Patton (Ed.), Culture centers in higher education: Perspectives on identity, theory, and practice (pp. 83–104). Stylus.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.