This longitudinal study of Latino/a college students considers the influence of Latino/a college student experiences and ethnic identity on holistic development. Findings indicate that although similar characteristics are seen among Latino/a students, the role of recognizing and making meaning of racism is a significant developmental task. This is consistent with other ethnic and racial identity theories, yet this model considers all three dimensions of holistic development: cognitive, identity (intrapersonal), and interpersonal.
Recognition of social forces (racism, privilege, power) to the extent that is required by critical race theory (CRT) results in a paradigm shift in the way that we theorize and research student development, specifically self-authorship. This paradigm shift moves the center of analysis from individual, to the individual in relation to her political, racialized, environment, which then provides a new vantage point to capture additional developmental processes. In this article, each dimension of self-authorship is reconsidered with revised questions that seek to examine the ways that race/ethnicity, racism, and power influence the self-authoring process.
If quantitative criticalism is thought to be a bridge between positivist epistemologies prevalent in quantitative work and social constructionism often found in critical qualitative work, then this bridge is fraught with challenges and tensions. This chapter examines the methodological issues, questions, and tensions that emerged from a research team project. What constitutes “good” research? To what extent do we take our critical perspective in our analysis? Is quantitative criticalism a coming together of different research paradigms? What training is essential for quantitative criticalist work? These critical methodological questions require some frank discussion as we move forward in developing research designs that incorporate quantitative criticalism and in training new researchers.
This study examined how Mexican American women made meaning of their undergraduate activism and its potential implications on their development toward self-authorship. The developing political consciousness model emerged from their interviews to demonstrate the process of developing increasingly complex social knowledge, the shift of motivation to engage in activism from being a peer expectation to an internalized life calling, and an increasingly complex understanding of political tactics and ability to collaborate with members and other organizations for the goal of achieving political change.
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