Global ETD Search

1	Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis Ezell, Pamela 18 May 2018 (has links) This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses. Counter-stories Critical Race Theory First-generation students Latinx college women PWI Culturally responsive methodologies Higher Education
2	#BLACKQUEERLIVESMATTER: Understanding the Lived Experiences of Black Gay Male Leaders in Los Angeles Jackson, Christopher 29 March 2019 (has links) The Black community and the gay community have historically experienced marginalization from society, public and private institutions, federal government agencies, and law enforcement. Black gay male leadership is not a conversation within leadership academia. This phenomenological study focuses on understanding the lived experiences and leadership among Black gay men who are leaders in Los Angeles County. This study found that the lived experiences such as oppression, mentorship, community involvement, and advocacy have influenced their leadership development and leadership identity. This study identifies how Black gay men define leadership, based off their lived experiences. It also identifies themes of leadership development for Black gay men. The results have implications for future research and leadership development among Black gay men. Understanding lived experiences of Black gay male leaders and their leadership development can help identify what core foundations/topics could be included in professional development aimed at building leadership development among young Black gay men. Black Gay Men Gay Leadership Phenomenology Quare Theory Culturally Responsive Methodologies African American Studies Educational Leadership Ethnic Studies Gender and Sexuality Leadership Studies Race and Ethnicity
3	Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood Achieng-Evensen, Charlotte 01 May 2016 (has links) By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era. decolonization indigeneity researcher positionality nationhood colonial wounds indigenous knowing indigeneity researcher positionality KuPiga Hadithi Sage Philosophy Kenya Anticolonial theory Decolonization nationhood poetic analysis culturally responsive methodologies African Languages and Societies African Studies Community-Based Learning Community-Based Research Educational Sociology Ethnic Studies Inequality and Stratification International and Comparative Education Other Education Other Sociology Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Social and Cultural Anthropology Social Psychology and Interaction Sociology of Culture Theory, Knowledge and Science

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