자연주의적 탐구조사(Naturalistic Inquiry)

Discussions regarding standards for assessing qualitative research have not sufficiently addressed questions concerning the privatization of this type of analysis. In response to this dilemma, the authors of this article address some of the strategies that they have employed in working with doctoral students and offer suggestions for assessing and publicly disclosing the methodological rigor and analytical defensibility of qualitative research. Specifically, tabular strategies are introduced for use in documenting the relationship between data sources and a study’s research questions, the development of themes and categories, and the triangulation of findings. Examples from three dissertations are provided.

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Qualitative Analysis on Stage: Making the Research Process More Public:

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

The student financial aid programs that were authorized under Title IV of the Higher Education Act were intended to ensure that inadequate financial resources would not limit access to college. Nonetheless, despite substantial investment in student financial aid not only by the federal government but also by state governments, colleges and universities, and other entities, college access and choice remain stratified by socioeconomic status (SES) and race/ethnicity. Although students received about $122 billion in financial aid from all sources in 2003–04 (The College Board, 2004), individuals with low family incomes, individuals whose parents have not attended college, African-Americans, and Hispanics are less likely than other individuals to enroll in college. When they do enroll, these groups are concentrated in lower price institutions, such as public two-year colleges and less selective four-year colleges and universities (Baum and Payea, 2004; Ellwood and Kane, 2000; National Center for Education Statistics [NCES], 2003, 2004; Thomas and Perna, 2004). For example, although college enrollment rates increased over the past two decades for 18to 24-year-old high school graduates regardless of family income, college enrollment rates continue to be substantially lower for students in the lowest family income quartile than for students in the highest family income quartile (Mortenson, 2001). The current 30percentage point gap in college enrollment rates between low-income and high-income students is comparable to the size of the gap in the 1960s (Gladieux and Swail, 1999). Descriptive analyses show that smaller percentages of students with low family incomes than of students with high family incomes expect to graduate from college, take a college entrance examination, apply to a four-year college, and enroll in a four-year college,

Studying college access and choice: a proposed conceptual model

Using life history research methods, this study sought to understand how relationships with family and school personnel affect postsecondary opportunities for Latina students. The focus is on prima...

Examining the Role of Social Capital in Access to College for Latinas: Toward a College Opportunity Framework

The primary goal of this study was to uncover the elements of campus culture that hindered or supported Chicano student persistence in college. The first set of findings describes the elements of c...

Campus Culture and the Experiences of Chicano Students in a Predominantly White University

The numbers of Latinas who attend college, stay in college, graduate, and attend graduate school escalated in the 1990s, surpassing gains made by any other underrepresented group of students in higher education. However, their achievements come at a personal cost, as the high-achieving Latinas profiled in this chapter demonstrate.

Latinas: The new Latino majority in college

In this essay, the authors accomplish three tasks: (a) identify common limitations of programs designed to increase the success rates of Latina/o college students; (b) describe the common characteristics of programs that exhibit effective practice; and (c) provide a framework to guide colleges and universities in designing effective program components that address the common factors impeding Latina/o student success in college.

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Increasing Latina/o College Completion: Mistakes and Opportunities

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Kenneth P. González

Papers

Examining the Role of Social Capital in Access to College for Latinas: Toward a College Opportunity Framework

Campus Culture and the Experiences of Chicano Students in a Predominantly White University

Latinas: The new Latino majority in college

Increasing Latina/o College Completion: Mistakes and Opportunities

Examining Opportunities for Latinas in Higher Education: Toward a College Opportunity Framework. ASHE Annual Meeting Paper.