Remembering and Revisiting Pedagogies of the Home

Garcia, Nichole M.; Bernal, Dolores Delgado

doi:10.3102/0002831220954431

Cited by 16 publications

(12 citation statements)

References 51 publications

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“…Further, these participants were able to reactivate their resilient resistance in college, underscored by practices associated with help-seeking behaviors, cultivating race-, class-, and gender-based affinity groups, and utilizing cultural knowledge to reaffirm their expectations through internal and group accountability (Delgado Bernal, 2001;Garcia & Delgado Bernal, 2021).…”

Section: Discussionmentioning

confidence: 99%

Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment.

Liou¹,

Martinez²,

Rotheram-Fuller³

2023

Journal of Diversity in Higher Education

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Many Latinas encounter negative expectations regarding their chances of attending college in the United States. Dominant narratives legitimize these structural and relational negations by depicting Latinas as a group that voluntarily lowers their expectations of themselves as they move through the education pipeline. To increase the representation of Latinas on college campuses, postsecondary institutions are financially incented to become Hispanic-Serving Institutions (HSIs). Through the lens of resilient resistance, this qualitative study asks the following questions: (a) How do first-generation college-going Latinas define their educational expectations for postsecondary education? and (b) How do first-generation college-going Latinas enact their educational expectations through the practice of resilient resistance at a Hispanic-Serving Institution? Through the stories of four Latina undergraduates at a 4-year HSI in the American Southwest, this study contends that participants' refusal to accept other people's disbelief ignited their postsecondary education pursuits. As their own educational expectations were overrun by the expectational status quo, the participants utilized their cultural values of familismo to enact resilient resistance as they navigated inbetween institutional spaces. This article calls upon universities to establish equitable conditions within Latinas' educational environments and to actively direct resources toward their ability to leverage human agency, build coalitions, and recenter their own expectations for college success.

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Section: Discussionmentioning

confidence: 99%

Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment.

Liou¹,

Martinez²,

Rotheram-Fuller³

2023

Journal of Diversity in Higher Education

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“…Similar to Villenas and Moreno’s (2001) findings on immigrant mothers, the mother-daughter pedagogies of Latina mothers were “narrated and discursively practiced, embodied, improvised, and contested” to, at times, reify patriarchal gendered beliefs and practices, while sometimes simultaneously disrupting those beliefs and practices (p. 685). Our fathers, despite being college educated, contradicted their practices and beliefs to consciously or unconsciously disrupt and reify gendered practices (Garcia & Delgado Bernal, 2019).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…They were met with rebellious acts and enforced strict discipline to maintain our behavior. Garcia and Delgado Bernal (2019) found that (re)covering tensions ''confronts the messy, often contradicting, and nuanced pedagogies that unfold within the home of origin that occur due to varying raced-gendered experiences among Chicana/o college-educated dyads'' (p. 18). Further, they also found that (re)covering of tension occurred through emotion, memories, and contradictions between Chicana daughters and their parents.…”

Section: Garcia Mireles-riosmentioning

confidence: 99%

“You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice

Garcia

Mireles‐Rios

2019

American Educational Research Journal

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Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations occur within our own Chicana/o daughter-father relationships in negotiating higher education and household contexts. Our analysis responds to the need to explore daughter-father relationships in higher education research. This work expands the college choice scholarship by moving beyond traditional models to examine the gendered and raced experiences of families of color, particularly focusing on how father involvement is associated with the college choice of daughters.

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“…To rethink traditional notions of what counts as knowledge, critical racedgendered epistemologies acknowledge that the life experiences of persons are unique and individual, while at the same time both collective and connected (Bernal, 2002;Garcia & Mireles-Rios, 2020). Other scholars have theorized experiential knowledge as pedagogies of home as a way to embrace knowledges taught within the household; however, these teachings continue to go unrecognized by schools (Garcia & Delgado Bernal, 2020).…”

Section: Using Narrative To Move Communication Towards a Two-way Dial...mentioning

confidence: 99%

“…67-68). Therefore, as foundational to my research processes, I drew on my cultural intuition to co-create cultural knowledges informed by my personal and professional experiences (Garcia & Delgado Bernal, 2020). This meant that by cultivating reciprocal trusting relationships with Latinx mothers of children with dis/abilities, I was building on community knowledge that was shared among Latinx families through various modes of storytelling, behavior, and scholarship (Garcia & Mireles-Rios, 2020).…”

Section: Los Cuentos: Mothers Sharing Their Oral Historiesmentioning

confidence: 99%

(Re)Framing the Discourse of Parent Involvement: Calling on the Knowledge of Latinx Mothers

Osieja¹

2022

Proceedings of the 2022 AERA Annual Meeting

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As early as 1954, families of children who had been segregated into separate spaces fought and succeeded in having their concerns heard in the landmark Supreme Court case, Brown v. Board of Education. In 1975, P.L. 94-142, Education for the Handicapped Children Act (EAHCA) was important because it exposed the history of family-school relations, addressing the multiple forms of inequity, particularly the exclusion of children with dis/abilities from U.S. public schools . Although EAHCA legislation was created to provide solutions to the problems of special education, it appeared to have provided an unequal environment in which the families with the most economic resources could advocate for their children and obtain access to better educational opportunities (Ong-Dean, 2009). Goodwin, Cheruvu, and Genishi (2008) described these policies as based on the "culturally deprived paradigm that compares racially, culturally, linguistically, and socioeconomically diverse peoples to a White, middle-class standard" (p. 4). In this manner, these educational legislative policies are problematic as they have defined parent involvement as meaning families of culturally and linguistically different backgrounds are expected to act or interact with school professionals in particular ways. Moreover, these conceptualizations of parent involvement continue to privilege and perpetuate professional viewpoints based on a Eurocentric middle-class standard (Sleeter, 2001).Bakhtinian theories of language are used to understand how families describe their experiences as they encounter the deficit discourse of parent involvement used by school professionals. This is important because professional jargon or "stratified language" presents a danger in that it is replete with value judgments and beliefs (Bakhtin, 1981, p. 293), assuming power that then comes to inform the ways families understand their experiences and their selves in school contexts. This tells us that it is imperative to know how families of children with dis/abilities experience their communication with school professionals as there is a danger that the discourse of parent involvement will continue to perpetuate particular definitions of family participation that disqualify family knowledge by silencing the potential strengths and contributions of minoritized families (Lareau & Munoz, 2012). Moreover, the way minoritized families experience school professionals and how this is connected to how they come to be involved in their child's education is not clear. This study, conducted just before and during the coronavirus pandemic, drew from Disability Studies (DS), disability critical race studies (DisCrit), and Intersectionality theories. It examined family-school communication being fully inclusive of all the ways families engage in the education of their children with dis/abilities at the crossroads of race, ethnicity, dis/ability, class, language, and culture (Hernández-Saca et al., 2018;Annamma et al., 2013). To rethink traditional notions of what counts as knowledge, plática...

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Remembering and Revisiting Pedagogies of the Home

Cited by 16 publications

References 51 publications

Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment.

Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment.

“You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice

(Re)Framing the Discourse of Parent Involvement: Calling on the Knowledge of Latinx Mothers

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