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Lincoln, Yvonna, Susan Lynham and Egon Guba. 2011. "Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage

Lopez, Nancy. 2003. "Unequal Schooling: Race and Gender Disparity in Urban Education," chapter 1 in Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education. New York: Routledge.

Morrison, M. (2007).   What do we mean by educational research?’ In M. Coleman & A. Briggs, Eds. Research Methods in Educational Leadership and Management. London, England: Paul Chapman Publishing.

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1.)Two focus groups at Center for Urban Students at CUNY
- Dominicans and West Indians/Haitians
- Randomly selected from list of second-generation students enrolled at CUNY
- Allowed them to explore educational issues relating to working class urban college students in NYC

2.) Follow-up interviews
- 40 second-generation Dominican, West Indian, & Haitian youth who grew up in NYC during 1970s-1990s

3.) Door-to-door solicitation of surveys to 66 non-random participants

4.) Participant Observation
- Four social studies classes for tenth, eleventh, and twelfth graders at Urban High School
- Purpose: Allowed to observe student-teacher interaction as well as other personnel

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Lopez’s study uses hermeneutic/dialectic methodology. Because she used focus groups, interviews, observations, and surveys, much of the data was qualitative and based on interpretation. Since the focus was on how race and gender shape social mobility and outlooks based on experience, Lopez ensures “adequate dialog between the researchers and those with whom they interact in order to collaboratively construct a meaningful reality” (Lincoln et al., 2011, 105).

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Lopez (2003) discusses the notion of ‘lived experiences’ and how they contribute to the experiential differences – the outcomes of social interactions and structural relationships, not essential differences between men and women (p. 7). This ties in with the different possible perceptions and how “multiple realities exist and are dependent on the individual” (Lincoln et al., 2011, 102).

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Lopez (2003) uses a ‘race-gender experience framework’ in her analysis, which she believes serves two central concepts for scaffolding experiential differences: race-gender experiences and race-gender outlooks (p. 6) This contributes to Lopez’s (2003) idea that the summarizing effects of these two areas are life perspectives and attitudes about how social mobility is attained (p. 6). People understand their own race and gender through the lived experiences as those are what will shape knowledge. “We cannot know the real without recognizing our own role as knowers” (Lincoln et al., 2011, 103).

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Lopez’s views most reflect those of constructivism and interpretivist and understanding one’s own reality. As a subjectivist, inquiries are combined into a single entity and the findings are a product of the process of interaction between two (Lincoln et al., 2011, 102). “We construct meaning based on our interactions with our surroundings” (Lincoln et al., 2011, 102). Lopez (2003) shares her interest and personal experience, further demonstrating that she is building meaning based on her surroundings. Lopez places “emphasis on the way human beings give meaning to their lives” (Morrison, 2007, 20).

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Lopez (2003) focuses on “how race and gender intersect in the lives of the children of the largest new post-1965 immigrant group in New York City – second-generation Caribbean youth” (p. 3)

1.) What accounts for the race and gender disparities in education?

2.) How is the second generation racialized and gendered?

3.) How do they experience race and gender in daily life?

4.) How do racialized and gendered experiences shape life perspectives? (p. 5)

5.) How do race-gender experiences in public spaces differ for men and women?

6.) How do formal and informal institutional practices within schools “race and gender” students? (p. 5)

7.) How do family life and gender roles influence how young men and women view the role of education?

8.) What is the impact of the race-gender experiences men and women encounter in the workplace on their outlooks? (p. 5-6)

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Lopez (2003) states that "understanding the education trajectories of the children of immigrants is key to understanding their incorporation into U.S. society because education remains one of the most important measures of an individual’s prospects for social mobility and economic well-being" (pg. 4).

-        Progress in race-gender theoretical and experience framework

-        Challenge the notion that ethnicity predicts social mobility (p. 6)

-        “Focus on how the race-gender meanings that are assigned to the members of the second generation influence the type of education that is available to them, including types of experiences” (p. 6)

-        Better understand race-gender gap in urban education

- Link the larger institutional practices to lives of the second generation – uniting the micro and macro levels of the construction of race and gender (p. 7)