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I appreciate Evans-Winter’s ability to write her narrative as a story while simultaneously engaging in academic writing through a critical lens. Her writing in “Fieldnote 2: Witnesses to the Covenant” painted such a realistic picture of the experience of growing up as a young black girl. Navigating perceptions and expectations of her hair, skin, attitude, “big girl” role, cooking/cleaning, etc., highlights the gendered and racialized realities of black women.

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Emotion and values coding sounds like the epitome of qualitative data analysis. Analyzing a participant’s emotions and values can provide valuable insight into their feelings, attitudes, and beliefs have shaped their experiences.

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In vivo coding captures participant discourse, culture, and worldviews in their own language. I’m quite interested in using this form of coding in my future research. It also seems like a technique that can be used in both first and second level coding.

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Subcoding and simultaneous coding seem like good strategies to use when trying to piece out the finer details in a larger theme. I can see how it could help the researcher deep dive into the specifics of what is happening within the data.

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I do not think that this study’s findings highlight anything relatively new compared to other literature focused on feelings of inclusion/diversity in PWIs and HBCUs. However, I do think that the authors demonstrated a good example of in vivo coding. Their incorporation of “Alien” and “Family” in the title and analysis provides insight into the participants lived experiences and perceptions of diversity.

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I am interested in values coding in my own study and wonder how the educators' values, attitudes, and beliefs will come through during our interview. I believe it's important to identify them as this may help inspire other schools/educators to tap into similar values to develop more holistic programming for Indigenous newcomers.

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Attribute, magnitude, subcoding, simultaneous coding, oh my!

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Attribute, magnitude, subcoding, simultaneous coding, oh my!

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This chapter laid out the differences between different types of coding. I believe my pilot study will be a descriptive case study so I was drawn to magnitude coding and subcoding. I plan to ask the educators/adult allies to assess the type of supports given to Indigenous newcomer students along with sharing their own experiences.

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As accessibility and diversity in STEM fields are often problematized in K-12 and High Education and is a growing concern to many, studies, such as this one, have turned to assess campus climate and sense of belonging. This covers how welcomed the students feel, their ability to enroll and persist through their programs, and the type of interactions they have with peers and faculty that are not “like them”. While there has been outreach and attempts to ensure Students of Color pursue STEM programs, retention has not been as successful.

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I first heard of liminal space as a type of meditation, which now feels like a desire to simulate the dream space of white-dominant culture. This also made me think of Tricia Heresy's work on Rest and why it's important to Dream as a way to resist grind culture. However, Evans-Winter's application struck me on a cellular level.

She describes the liminal space as an intellectual, social, and emotional in-between zone where Black women are seen but not fully recognized, heard but often not listened to, included but not necessarily valued.

Evans-Winters situates liminality as a condition that Black women experience as they transition through various institutional spaces—most notably in education. She argues that Black women in academia often live in a constant state of tension between their cultural identities and the expectations of predominantly white, male-dominated institutions. This creates an ongoing negotiation of self, where authenticity, survival, and resistance constantly interplay.

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Harvard president Claudine Gay’s resignation letter in full

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Gay confirms she is stepping down following plagiarism accusations and backlash over Harvard’s response to antisemitism

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PWIs must go beyond token diversity efforts and implement structural changes such as:

Hiring more faculty of color in STEM fields to serve as mentors and role models.

Developing mentorship and support programs that actively engage students of color.

Addressing implicit biases and microaggressions in STEM disciplines to create a more inclusive learning environment.

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black college students hitting the target

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A more visual representation if you will...

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A more visual representation if you will...

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Saldana Grammatical Coding Comparison Chart

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I found the table of assumptions is really helpful and transcribed it into my notes. Hopefully, y'all found it helpful too.

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Evans Winters discusses the need for professionals with cultural awareness, knowledge, and experience. I agree. It is good and important for people to have access to these professionals. Of the three, I think cultural awareness may be the most important. In places that lack professionals with shared background, it is vital to then have professionals who are respectfully alert to others' cultural context. Where there is a lack of knowledge, there must be open minds and open hearts.

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"Educational qualitative studies (e.g., Greig, Taylor, & MacKay, 2013) should make concerted efforts to separate and compare boys’ and girls’ data. For example, recent research in brain-based learning suggests marked differences between the ways children of both genders process information." ** What about those children that might identify as non-binary?

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This study felt like a good example of codifying the obvious. By that, I mean that the results are unsurprising. Of course people's perceptions will affect their inclusion experience!

That said, sometimes the experience does not align with expectations. For instance, although there are a greater variety of groups and clubs that promote inclusion today, many of them still do so in a manner that is ultimately exclusive of intersectional identities.

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The link goes to a table of all the coding styles w/ definitions and the "further analysis" too. :)

It made me add the silly image.

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The text explores language as a functional and psychological and uses the example of applying the term first generation when referring to Black students and describes it as oxymoronic.

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Versus Coding acknowledges that humans are frequently in conflict, and the codes identify which individuals, groups or systems are struggling for power. Critical studies lend themselves to Versus Coding (Saldana, pp. 159).

Yosso (2005), Saldana, and other CRT challenge deficit narratives by identifying how individuals and populations leverage capital in academic spaces. My study will explore an asset-based approach in order to center my research participants experiences in lieu of focusing on attributes of the structure or systems where these experiences occur.

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As a person that attended a "diverse" high school and a PWI. I can openly admit to seeing the context of this article being the reality that many students of color experience in programs and groups where we serve as the "only" person of color - "The Token". I have also read other scholarship that speaks to this position of not being included and offered the same opportunities from programs that publicly and vocally celebrate diversity. Upon reviewing the efforts of departments or programs outside of recruitment, diversity efforts are minimal or non-existent. I believe, some of these organizations, administrators, faculty, and staff may welcome you into a space without knowing how to uplift and celebrate students from backgrounds other than their own. They know how to welcome you into a professional space but not aid in your development without attempting to encourage assimilation and without regard to thinking about the personal toll and impact the labor of developing someone from a different race or experience has on them.

This is why there has to be authenticity in diversity statements and claims from organizations and those that represent the organization/institution. You can't simply thrive from enrollment, at some point the lack of guidance or mentorship becomes noticeable and people begin to leave or inform curious minds about their own experiences in an institution. The faculty needs to be diverse in every sense of the word but also have the ability to see someone wanting and willing to grow their knowledge and skills without regarding to the starting point in life or the way that they may be perceived.

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There is a marked difference in what "validity" means in quantitative and qualitative research. Quantitative validity seems much more defined, whereas in qualitative research, it simply means that the findings are accurate (or are plausible). I have a problem with plausible since a researcher could be skilled at producing persuasive arguments, even those that might deceive. So, rather than using the conjunction "or", it might be better to use "and".

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There is a stark contrast in experiences between the two institutional settings. At the PWI, both students and faculty in STEM fields often feel marginalized and perceive a lack of effective diversity initiatives.

Conversely, at the HBCU, there is a sense of belonging and support, with diversity being an integral part of the institutional culture.

For me, it emphasizes the need to advocate for and implement policies that actively promote diversity and inclusion, particularly in STEM disciplines where underrepresentation is prevalent. All students need to feel valued and included.

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This is a highly cited, qualitative ethnographic study on the resilience of black female students. They are both one of the most vulnerable and one of the most resilient groups of students. Recognizing this duality is crucial for educators and policymakers to develop support systems that acknowledge both the challenges and strengths of these students.

I'm learning to appreciate the resilience demonstrated by these students and the importance of culturally relevant pedagogy. Teach to the unique attributes of each child.

Since I have never been a classroom teach, I need help with identifying effective strategies to implement culturally relevant practices in diverse classroom settings. This must be an enormous challenge.

Post PhD, as I apply my assets to K-12 reform, I will be conscious to advocate for policies that address the systemic inequities contributing to the vulnerabilities of Black (actually all marginalized populations) girls in education.

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In qualitative data analysis, emotions coding and values coding are two different approaches to analyzing qualitative data, particularly useful in research that seeks to capture subjective experiences, beliefs, and personal meaning-making. Emotions coding captures how people feel, whereas values coding captures why they feel that way.

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Structural coding can be used for virtually all qualitative studies. It is handy for studies that involve multiple participants and standard or semi-structured data gathering protocols. (This may fit my pilot study nicely).

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Magnitude coding adds a symbolic code or tag to indicate intensity, frequency, direction, and presence often found in studies that use statistical information. While this seems to be more appropriate for quantitative study coding, I think it can be used very well in qualitative study data analysis. I think of magnitude coding as a method that can be associated with frequency. The more often a code is used, the more emphasis, and therefore the higher the magnitude.