# data[].attributes.body
According to Denzin and Lincoln, the cultural studies paradigm much include, " cultural practices, praxis, social texts, and subjectivities" (2011). It must include social criticism and utilize a cultural theory as criticism (Denzin and Lincoln, 2011).

Lopez includes all of the elements needed to apply her research to this theory. She attempts to determine the reasons for the gender disparities based on the cultural experiences and outcomes.

# data[].attributes.body
There are three major questions along with some sub questions for the third questions.

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

2.) Why do men have different outcomes in educational attainment?

3.) How can race-gender experiences explain the outcomes of educational attainment and disparities?

# data[].attributes.body
Lopez has a very interesting ontology because she has taken on the role of reflexive researcher.

Sees herself as a member of the new immigrant group that she is studying.

Will utilize her own background and experiences to help complete the research picture.

(Lopez, 2003)

# data[].attributes.body
Carter, P. (n.d.). Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education by Nancy Lopez:Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education. American Journal of Sociology Am J Sociol, 516-518

Denzin, Norman and Yvonna Lincoln. 2011. "Introduction: The Discipline and Practice of Qualitative Research," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage.

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

# data[].attributes.body
Overview of the research design

# data[].attributes.body
A basic overview of organization and purpose of the article.

# data[].attributes.body
1. Negate the ethnicity framework that states how cultural characteristics of a group have facilitated or stunted their process of becoming "American" (Lopez, 2003).

2. Negate the segmented assimilation theory that dismantles the assumption that losing ethnic distinctiveness is a prerequisite for upward mobility (Lopez, 2003).

3. Develop own theory of race-gender experiences framework.

a. Race-gender experiences: "social interactions that take in a given sphere which men and women undergo racial and gender processes" (Lopez, 2003).

b. Race-gender outlooks: "life perspectives and attitudes about how social mobility is attained" (Lopez, 2003).

# data[].attributes.body
Methodology:

Lopez utilizes multiple site of qualitative research to develop the picture.

Takes on researcher as narrator of their own life with strong emphasis on voice and reflexivity (Lincoln, Lytham, and Guba, 2011).

Methods:

-Analysis of race-gender experiences

-Surveys on backgrounds of immigrant group

-Focus groups

-Interviews

-On site observations

(Lopez, 2003)