“You see the whole tree, not just the stump:” Religious fundamentalism, capital and public schooling

Racism, College, and the Power of Words

“…However, despite the influential body of research on Latino/a students’ experiences in K–12 schooling (e.g., Flores-González, 2002; Gándara & Contreras, 2009; Valdés, 1996, 2001; Valenzuela, 1999), in-depth qualitative research that explores the lives of Latino/a students as they transition to college is scarce. Specifically, although we know that encountering racialized and other discriminatory experiences can have a deep impact on the ways in which underrepresented students perceive—and interact with—their college environment (Camille, Fischer, Mooney, & Massey, 2009; Feagin et al, 1996; Hurtado, Milem, Clayton-Pedersen, & Allen, 1998; Solórzano, Ceja, & Yosso, 2000; Strange & Banning, 2001; Yosso, 2006; Yosso et al, 2009), research that closely examines the perspectives of Latino/a students who begin their college careers at selective, 4-year institutions is particularly rare (see e.g., Minikel-Lacocque, 2011, 2012; Yosso, 2006; Yosso et al, 2009).…”

The Affect-Responsive Interview and In-Depth Interviewing: What We Can Learn From Therapy Research

“…Epistemologically, I approach this work from the understanding that as researchers, we are part of the relationship created by the in-depth interviewing process; and, as such, we become part of the research (Minikel-Lacocque, 2013; 2015a; 2015b). That is, we bring our own subjectivity to the interview, and we understand that positivistic “objective knowledge” is unattainable, and in fact is not the goal.…”