Myths and the “Politics of Exceptionality”: Interpreting Chicana/o Narratives of Achievement

Cuádraz, Gloria Holguín

doi:10.1525/ohr.2006.33.1.83

Cited by 7 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Each of these stories also provides examples of how institutional structural opportunities furthered each president's career advancement. According to Cuadraz (2006), "We know that without structural opportunities moments of validation are stripped of their transformative force and left to dwell in the realm of memory" (p. 104). In the lives of these women, the coupling of individual validation with institutional opportunity has been critical to their growth and development, professionally and personally.…”

Section: Important Role Of Interpersonal Connections: Support Along Tmentioning

confidence: 99%

Pathways to the Presidency: Biographical Sketches of Women of Color Firsts

Turner

2007

Harvard Educational Review

View full text Add to dashboard Cite

According to recent data, only 3 percent of all college and university presidents are women of color. While the numbers remain disturbingly low, some of these women of color are making history as the "first" of their gender, race, and ethnicity to become president of a public, baccalaureate degree-granting college or university. In this article, Caroline Sotello Viernes Turner presents biographical sketches of three of these women. They are acknowledged to be the first Mexican American, Native American, and Asian Pacific/Asian American women who are presidents of such colleges in the United States. Women from these respective racial and ethnic groups have become university presidents only recently. Using in-depth interviews and cross-case comparisons, the author examines the paths these women presidents have taken and how their narratives contribute important information about women of color in higher education administration. She asserts that from their stories we can learn about the "pathway to the presidency" these women have helped to forge, about the ways universities can help support the leadership development of women of color, and about how to foster leadership in other women of color who aspire to be college presidents. Turner concludes that these women of color "firsts" continue to make important contributions to the field of higher education, and to pave the way for other women.

show abstract

Section: Important Role Of Interpersonal Connections: Support Along Tmentioning

confidence: 99%

Pathways to the Presidency: Biographical Sketches of Women of Color Firsts

Turner

2007

Harvard Educational Review

View full text Add to dashboard Cite

show abstract

“…Denise's glance darts between me and her colleagues. "These are stories that are told 'with the conviction that they are not stories at all, but the Truth' (Delgado, 1993, p. 670), simplifying complex issues and presenting individuals as one-dimensional rather than as social actors with complex identities, experiences, and cultural lives (Aldridge, 2006;Cuádraz, 2006). "…”

Section: Part 2 the Influence Of A Critical Raced-gendered Epistemolomentioning

confidence: 99%

“…"Familial and aspirational forms of capital are evident in the research I found demonstrating that Mexican American parents value education and have high aspirations for their children. As several studies on Mexican American doctoral student experiences attest, having strong support from family, supportive advisors, social networks in departments and on campus, and a strong sense of self-efficacy can help Mexican Americans successfully complete postsecondary degrees (Cuádraz, 2006;Gándara, 1982;González, 2006)." "This information is very helpful, Jil, because we are not only focusing on higher education but on entire pathways to the doctorate."…”

Section: Part 2 the Influence Of A Critical Raced-gendered Epistemolomentioning

confidence: 99%

“…"There have been others who have shared similar concerns, Jil (Aguirre, 2005;Cuádraz, 2006). As the researcher-interpreter, I determine how personal experiences are explicated, as the telling of experiences demonstrates how participants want to be 'known' to the audience.…”

Section: Part 2 the Influence Of A Critical Raced-gendered Epistemolomentioning

confidence: 99%

“…I don't want to speak for everyone, but I think there's general consensus that education is part of an oppressive system that is not invested in teaching Communities of Color and that every level of education creates mechanisms that weed out students who do not fit with prescribed notions of achievement and merit; and those who do are tokenized as an exception to supposedly deficient communities (Cuádraz, 2006)." "Good, Taneisha.…”

Section: Part 2 the Influence Of A Critical Raced-gendered Epistemolomentioning

confidence: 99%

See 2 more Smart Citations

Seeking the "Truth" in the Stories We Tell: The Role of Critical Race Epistemology in Higher Education Research

Espino¹

2012

rhe

View full text Add to dashboard Cite

This article focuses on how critical race theory informed the author's epistemological perspective and methodological approach as she analyzed Mexican American educational narratives and formulated her identity as a scholar. Using a storytelling technique employed in CRT, the author weaves together her position as the translator of participants' stories with her conceptualization of the formation, reproduction, and resistance of master narratives. She then illustrates the process of uncovering master narratives and counter-narratives in two Mexican American Ph.D. participants' life narratives in an effort to present multiple truths about educational attainment. The article concludes with considerations for researchers wishing to employ critical race epistemology.

show abstract