| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Date | Topic | Presenter | Readings | Films/Documentaries/Podcasts | Assignement Due | Schedule Notes | Lecture Slides | |||||||||||||||||||
2 | 0 | 23-Aug | Introduction and expectations | ||||||||||||||||||||||||
3 | 1 | 31-Aug | Critical Research Methods in PRLS | * Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum. (chapter 2) (pp. 71-86) * Rodríguez N. (2008) Theoretical and Methodological Issues of Latina/o Research. In: Rodríguez H., Sáenz R., Menjívar C. (eds) Latinas/os in the United States: Changing the Face of América. Springer, Boston, MA. * Salinas Jr, C. (2020). The complexity of the “x” in Latinx: How Latinx/a/o students relate to, identify with, and understand the term Latinx. Journal of Hispanic Higher Education, 19(2), 149-168. | Who Is ‘Latinx’ For? https://www.youtube.com/watch?v=7ayxrOHvR8E Do People PREFER the Term "HISPANIC" or "LATINX"? | Dee on the Street https://www.youtube.com/watch?v=0Zx4m2ok6D0 | https://docs.google.com/presentation/d/1O5n4CA4IM6pVuF5JTAtbvuZbhf8as7s-OxrBjx90yLo/edit#slide=id.gcb9a0b074_1_0 | |||||||||||||||||||||
4 | 2 | 6-Sep | Introduction to Critical Research | * Creswell, John W. (2018) - Chapter 1: The Selection of a Research Approach * Parent, M. C., DeBlaere, C., & Moradi, B. (2013). Approaches to research on intersectionality: Perspectives on gender, LGBT, and racial/ethnic identities. Sex roles, 68(11), 639-645. | The urgency of intersectionality | Kimberlé Crenshaw (Youtube) https://www.youtube.com/watch?v=akOe5-UsQ2o | No Class | |||||||||||||||||||||
5 | 3 | 13-Sep | Surveying the Field and Establishing a Perspective | * Creswell, John W. (2018) - Chapter 2: Review of the literature - Chapter 3: The use of theory Chávez-Moreno, L. C. (2020). Researching Latinxs, racism, and white supremacy in bilingual education: A literature review. Critical Inquiry in Language Studies, 17(2), 101-120. Carrillo, V. G., & Dean, S. R. (2020). Understanding the impact of Chicana Feminism on college success: A literature review. Journal of Hispanic Higher Education, 19(1), 99-110. Hacker, K., Anies, M., Folb, B. L., & Zallman, L. (2015). Barriers to health care for undocumented immigrants: a literature review. Risk management and healthcare policy, 8, 175. | IDENTIFY RESEARCH TOPIC (200 words) | https://docs.google.com/presentation/d/1M6CmeK_1LEa_bXRuff-uoeBgFtTHoCfsRVV0je9EvyE/edit#slide=id.gf0a24dad37_0_117 | |||||||||||||||||||||
6 | 4 | 20-Sep | Theoretical Traditions in Social Research | Roithmayr, D. (2019). Introduction to critical race theory in educational research and praxis. In Race is… race isn’t (pp. 1-6). Routledge. Bailey, L. E. (2012). Feminist research. Qualitative research: An introduction to methods and designs, 391-423. Muga, D. A. (1990). The Marxist Problematic as a Model Interdisciplinary Approach to Ethnic Studies. The Journal of Ethnic Studies, 17(4), 53. | https://docs.google.com/presentation/d/1wnj-s3_wXukDV7G-eZ_jUIfxP9peS4OTMqhhIrZzkEM/edit#slide=id.gcb9a0b074_1_0 | ||||||||||||||||||||||
7 | 5 | 27-Sep | Ethical Research and Project Inception | * Creswell, John W. (2018) - Chapter 4: Writing Strategies and Ethical Considerations - Chapter 5: The Introduction Au, A. (2019). What a highly controversial ethnography says about tensions, problematizations and inequality in contemporary ethnographic practice and regulation. Qualitative Research Journal. The Atlantic (2003) Bronx Story. https://www.theatlantic.com/magazine/archive/2003/04/bronx-story/303088/ | Alt. Latino (Podcast) 'American Dirt': A Conversation About A Controversy https://www.npr.org/2020/01/31/801530214/american-dirt-a-conversation-about-a-controversy | IDENTIFY A HYPOTHESIS (500 words) | https://docs.google.com/presentation/d/1Ne62egUXSpqV_Mj59Fh2k3eWP8fz4luhLmLDqRCh2LI/edit#slide=id.g723630543_3_0 | ||||||||||||||||||||
8 | 6 | 4-Oct | Establishing Research Paramaters | * Creswell, John W. (2018) - Chapter 6: The Purpose Statement - Chapter 7: Research Questions and Hypothesis * Fassinger, R., & Morrow, S. L. (2013). Toward best practices in quantitative, qualitative, and mixed-method research: A social justice perspective. Journal for Social Action in Counseling & Psychology, 5(2), 69-83." | Article Critique 1 | ||||||||||||||||||||||
9 | 7 | 11-Oct | Quantitative Methods | Extra credit presenter: | * Creswell, John W. (2018) - Chapter 8: Quanitative Methods Yamanis, T., Malik, M., Río-González, D., María, A., Wirtz, A. L., Cooney, E., & Poteat, T. (2018). Legal immigration status is associated with depressive symptoms among Latina transgender women in Washington, DC. International journal of environmental research and public health, 15(6), 1246. | Article Critique 2 | https://docs.google.com/presentation/d/1rCZ7U5F7icNtkjfINxtw8atp4cl_lso_1Mu-5NGJ_zQ/edit#slide=id.gcb9a0b074_1_0 | ||||||||||||||||||||
10 | 8 | 18-Oct | Qualitative Methods | Extra credit presenter: Ashley Morales | * Creswell, John W. (2018) - Chapter 9: Qualitative Methods Delgado-Romero, E., Singh, A. A., & De Los Santos, J. (2018). Cuéntame: 2: The promise of qualitative research with latinx populations. Journal of Latinx Psychology, 6(4), 318-328. Vos, S. R., Shrader, C. H., Alvarez, V. C., Meca, A., Unger, J. B., Brown, E. C., ... & Schwartz, S. J. (2021). Cultural stress in the age of mass xenophobia: Perspectives from Latin/o adolescents. International Journal of Intercultural Relations, 80, 217-230. | Ethnography (Youtube) https://www.youtube.com/watch?v=aOBh8haj4E0 | ABSTRACT AND ANNOTATED BIBLIOGRAPHY (250 word abstract and 10 sources) | https://docs.google.com/presentation/d/1thYWKde0rFqq1olm2-b0H1TLu9Dy7CrrR3_B1JtTb80/edit?usp=sharing | |||||||||||||||||||
11 | 9 | 25-Oct | Mixed Methods | 1: 2: | * Creswell, John W. (2018) - Chapter 6: Mixed Method Procedures Suárez-Orozco, C., & Hernández, G. L. (2020). “Waking Up Every Day With the Worry”: A Mixed-Methods Study of Anxiety in Undocumented Latinx College Students. Frontiers in Psychiatry, 11. MacCarthy, S., Izenberg, M., Barreras, J. L., Brooks, R. A., Gonzalez, A., & Linnemayr, S. (2020). Rapid mixed-methods assessment of COVID-19 impact on Latinx sexual minority men and Latinx transgender women. PLoS One, 15(12), e0244421. | Article Critique 3 | https://docs.google.com/presentation/d/1n3fE81UD0PAGsvvR9vftD5mwy2PEfgK7fnYkEYcsQWM/edit?usp=sharing | ||||||||||||||||||||
12 | 10 | 1-Nov | Presentation of Research Project Progress | Student Presentations of Individual Research Project Topics | |||||||||||||||||||||||
13 | 11 | 8-Nov | Gender and Sexuality | 3: Crysta-Lee Bejarano 4: Ismenia Diego | Alejandro Morales , Edwin E. Corbin-Gutierrez & Sherry C. Wang (2013) Latino, Immigrant, and Gay: A Qualitative Study About Their Adaptation and Transitions, Journal of LGBT Issues in Counseling, 7:2, 125-142 Bejarano, C. E., Manzano, S., & Montoya, C. (2011). Tracking the Latino gender gap: Gender attitudes across sex, borders, and generations. Politics & Gender, 7(4), 521-549. Ramírez-Esparza, N., García-Sierra, A., Rodríguez-Arauz, G., Ikizer, E. G., & Fernández-Gómez, M. J. (2019). No laughing matter: Latinas’ high quality of conversations relate to behavioral laughter. PloS one, 14(4), e0214117. | Article Critique 4 | https://docs.google.com/presentation/d/1wPHYcPTXI9pRmdBhDzAJp_DzRUIFgLutS3J6xn3YIWE/edit?usp=sharing | ||||||||||||||||||||
14 | 12 | 15-Nov | Immigration | 5: Ashley Morales (Menivar 2016 article) 6: Monica Ramales ( Kuperminic & Lewis (2013 | Menívar (2016). Immigrant Criminalization in Law and the Media: Effects on Latino Immigrant Workers’ Identities in Arizona. Becerra, D., Androff, D., Cimino, A., Wagaman, M. A., & Blanchard, K. N. (2013). The impact of perceived discrimination and immigration policies upon perceptions of quality of life among Latinos in the United States. Race and Social Problems, 5(1), 65-78. Barrett, A. N., Kuperminc, G. P., & Lewis, K. M. (2013). Acculturative stress and gang involvement among Latinos: US-born versus immigrant youth. Hispanic journal of behavioral sciences, 35(3), 370-389. | Article Critique 5 | https://docs.google.com/presentation/d/1kwWwy89oTksF5yzWgcnpwPwLN3x2mS4yO84pFIBw8_E/edit#slide=id.gc6f980f91_0_37 | ||||||||||||||||||||
15 | 13 | 22-Nov | Holiday Break | College Closed - No Class | |||||||||||||||||||||||
16 | 14 | 29-Nov | Education and Labor | 7: lizette rojas 8: Jessuly Alvarado | González Ybarra (2020). “We Have a Strong Way of Thinking . . . and It Shows through Our Words”: Exploring Mujerista Literacies with Chicana/Latina Youth in a Community Ethnic Studies Course. Pumar, E. (2021). The Differential Latinx Attainment Rate: A Comparative Analysis of Recent Trends in Educational Achievements. Journal for Leadership, Equity, and Research, 7(3). | Article Critique 6 | |||||||||||||||||||||
17 | 15 | 6-Dec | Politics and Economics | 9: Extra credit presenter: Crysta-Lee Morales 10: Allison Torres (Gershon - God in the barrio) | Garriga-López, A. (2019). Puerto Rico: The future in question. Shima, 13(2), 174-192. Morales, M. C. (2009, September). Ethnic‐Controlled Economy or Segregation? Exploring Inequality in Latina/o Co‐Ethnic Jobsites 1. In Sociological Forum (Vol. 24, No. 3, pp. 589-610). Oxford, UK: Blackwell Publishing Ltd. Gershon, S. A., Pantoja, A. D., & Taylor, J. B. (2016). God in the barrio?: The determinants of religiosity and civic engagement among Latinos in the United States. Politics and Religion, 9(1), 84-110. | Article Critique 7 | |||||||||||||||||||||
18 | 16 | 13-Dec | Presentation of Final Research Project Findings | Student Presentations of Individual Final Research Project | Final Research Proposal Guidelines https://docs.google.com/document/d/1Yb0lwQFXmG4sKQgXYHqBPCGS2bW9gWJNxwn4Fh6WjxE/edit | ||||||||||||||||||||||
19 | X | 20-Dec | Finals Week | Final Research Proposals Due December 21st | |||||||||||||||||||||||
20 | |||||||||||||||||||||||||||
21 | |||||||||||||||||||||||||||
22 | |||||||||||||||||||||||||||
23 | |||||||||||||||||||||||||||
24 | |||||||||||||||||||||||||||
25 | |||||||||||||||||||||||||||
26 | |||||||||||||||||||||||||||
27 | |||||||||||||||||||||||||||
28 | |||||||||||||||||||||||||||
29 | |||||||||||||||||||||||||||
30 | |||||||||||||||||||||||||||
31 | |||||||||||||||||||||||||||
32 | |||||||||||||||||||||||||||
33 | |||||||||||||||||||||||||||
34 | |||||||||||||||||||||||||||
35 | |||||||||||||||||||||||||||
36 | |||||||||||||||||||||||||||
37 | |||||||||||||||||||||||||||
38 | |||||||||||||||||||||||||||
39 | |||||||||||||||||||||||||||
40 | |||||||||||||||||||||||||||
41 | |||||||||||||||||||||||||||
42 | |||||||||||||||||||||||||||
43 | |||||||||||||||||||||||||||
44 | |||||||||||||||||||||||||||
45 | |||||||||||||||||||||||||||
46 | |||||||||||||||||||||||||||
47 | |||||||||||||||||||||||||||
48 | |||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||
50 | |||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||
52 | |||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||
54 | |||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||
56 | |||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||
100 | |||||||||||||||||||||||||||