“Underprepared” and “At-Risk”: Disrupting Deficit Discourses in Undergraduate STEM Recruitment and Retention Programming

Castro, Erin L.

doi:10.1515/jsarp-2014-0041

Cited by 37 publications

(38 citation statements)

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“…Yet, their experiences can significantly contribute to the research, which is precisely the reason why the CISER approach is important. Moreover, students from underrepresented backgrounds and who are first-generation college students often face a deficit paradigm and are seen by the university in terms of the skills and competencies they lack (Castro 2014). CISER operates in an asset rather than a deficit paradigm, recognizing that being bilingual, being Latinx, being from a working-class background, and/or having experienced precarity provided students with distinctive forms of social capital, opening access to vulnerable populations and helping them to relate to survey respondents.…”

Section: University Context and Student Characteristicsmentioning

confidence: 99%

Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

2019

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Drawing on a multiyear local research project on the affordable housing crisis, this article outlines a pedagogical approach we call Community-Initiated Student-Engaged Research, or CISER. The CISER model brings together three key groups of actors—undergraduate students, university researchers, and community organizations—drawing on and extending the powers of cooperative “dyads” between them. This model aims to improve pedagogical and sociological practice by constituting undergraduate students as both knowledge producers and an active public while at the same time creating meaningful partnerships between university researchers and community-based organizations. Based on assessments of the program from the vantage points of all three groups, our findings indicate that CISER is a powerful pedagogical tool and mode of community-engaged scholarship and that it offers both challenges and rewards to the involved students, faculty, and community organizations.

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Section: University Context and Student Characteristicsmentioning

confidence: 99%

Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

2019

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“…It is pictures like these that are used to attract and recruit other students of color (Castro, 2014). Today my daughter is twelve years old, and this picture is still circulating.…”

Section: Marginalization In Higher Educationmentioning

confidence: 99%

“…Being showcased in this way caused me to question whether there were other Black people in the program before or after me. Castro (2014) referred to these widely-used marketing practices as operating from a deficit ideology, which assumes that underrepresented minoritized people just do not know about the STEM majors and professions, and they will join once they are aware. Castro warns that these recruitment practices can reinforce beliefs that Black and Brown people do not know as much as their White counterparts.…”

Section: Marginalization In Higher Educationmentioning

confidence: 99%

Taboo 18:1 - Full Issue

Journal

2019

cosa

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Introduction to the Special Issue Breaking the Silence: Telling Our Stories as an Act of Resistance Guided by autoethnography, which is rooted in ethnographic research, this special issue of Taboo is a space for women of color who are immersed in the academy to share critical stories. Autoethnography is "an approach to research and writing that seeks to describe and systematically analyze (graphy) personal experiences (auto) in order to understand cultural experiences (ethno)" (Ellis, 2004; Jones, 2005). In fact, "stemming from the field of anthropology, autoethnography shares the storytelling feature with other genres of self-narrative but transcends mere narration of self to engage in cultural analysis and interpretation" (Chang, 2008, p. 43). In this approach the "self " is the I, the informant is your surroundings, and the crux of the work is your response to how you fit into all of it. Very similar to an autoethnography, a critical autobiography is a thoughtful analysis of one's life experiences to construct meaning of self in relation to others in society. Autobiographical writing can focus on an entire life or specific actions or events to deconstruct a particular outcome. This self-reflexive process examines issues that inform us about who we are individually and collectively. However, introspection is not only critical to the person who is self-reflecting but also to the readers who may otherwise create their own narrative about the persons they are reading about. Thus, the act of using one's voice to tell her truth is a radical, symbiotic part

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“…Taken together, students are part of a "complex social world" and learning to navigate these networks are crucial for students' effective participation in society and societal minoritized and marginalized students and communities of Color. The problem is that such wealth often goes unrecognized and/or devalued within PWIs, potentially leading to the development of compensatory programs rooted in deficit perspectives of students of Color (Castro, 2014). Contrary to employing educational deficit thinking (Valencia, 2010) Rendón (1994) notes that "validation is an enabling, confirming and supportive process initiated by inand out-of-class agents that fosters academic and interpersonal development" for students and mainly Latinx transfer students (p. 44).…”

Section: Theoretical Framing: Institutional Agents Social Capital Amentioning

confidence: 99%

Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

Cortez¹,

Castro²

2017

AMAE Journal

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This qualitative analysis draws upon the experiences of six Mexican and Mexican American community college transfer students during the 2012-2013 academic year. Relying on literature regarding institutional agents, we examine students' reflections regarding pre-and post-transfer support from both institutional agents and structured student programs. We provide descriptive information about participation in key student support programs such as CAMP and TRiO SSS, which provided many students with introductions to institutional agents. A combination of programmatic support and guidance from individuals who acted as institutional agents assisted students in this study throughout the transfer process. Overall, individuals employed by the community college played key roles in the lives of Mexican and Mexican American community college transfer students pre-and post-transfer.

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“Underprepared” and “At-Risk”: Disrupting Deficit Discourses in Undergraduate STEM Recruitment and Retention Programming

Cited by 37 publications

References 0 publications

Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

Taboo 18:1 - Full Issue

Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

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