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Examine intersecting racialization and gendering processes as key to understanding educational trajectories
Personal Goal:

Lopez's mother emigrated from the Dominican Republic to the United States during the 1960s

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Rely primarily on the skills of the researcher, as an empathetic observer, in collecting detailed descriptions about the character, range, and depth of participants’ experiences

Aims to uncover an individual’s own narrative about his or her life experience and outlook

Techniques usually include participant observation, ethnography, in-depth interviews, and focus groups

Seeks to understand the significance of events in life course of the individual, the community, or the phenomenon study, whereas surveys simply record events

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Positivism/empiricism

where it is accepted that facts can be collected about the world; language allows us to represent those facts unproblematically; and it is possible to develop correct methods for understanding educational processes, relations, and institutions

Phenomenology as a form of interpretivism

where the emphasis is placed on the way human beings give meaning to their lives; reasons are accepted as legitimate causes of human behavior; and agential perspectives are prioritized

Critical theory

where it is accepted that values are central to all research activities; describing and changing the world are elided; and the researcher does not adopt a neutral stance in relation to the world

Postmodernism

reject universalizing modes of thought and global narratives; understands knowledge as localized; and seeks above all else to undermine the universal legitimacy of notions such as truth and legitimacy

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Eclectic research design that includes multiple sites of qualitative data sources

Over a two-year period, Lopez (2003) conducted focus groups with college students, life history interviews with young adults, and performed six months of participant observation at Urban High School

Three distinct sources of data:

focus groups

life history interviews

participant observation

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a network of coherent ideas about nature of the world and the function of researchers which, adhered to by a group of researchers, conditions the patterns of their thinking and underpins their research actions.

In making sense of research information and transforming it into data, researchers draw implicitly or explicitly upon a set of beliefs or epistemological assumptions called paradigms.

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How is the second generation racialized and gendered?

How do they experience race and gender in daily life?

How do racialized and gendered experiences shape life perspectives?

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

How do formal and informal institutional practices within schools “race” and “gender” students?

How do family life and gender roles influences how young men and women view the role of education?

What is the impact of the race-gender experiences men and women encounter in the workplace on their outlooks?

How can oppressive racialization and gendering processes be revealed, interrupted, and rearticulated to create more equitable and liberating educational opportunities, particularly for low-income urban second-generation youth?

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the theory (or set of ideas about the relationship between phenomena) of how researchers gain knowledge in research contexts and why

provides a rationale for the ways in which researchers conduct research activities

‘Why’ Question- is critical since it is through methodological understanding that researchers and readers of research are provided with a rationale to explain the reasons for using specific strategies and methods in order to construct, collect, and develop particular kinds of knowledge about educational phenomena

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Ways in which interpretive education researchers ‘work’ with and on their data

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Ways in which interpretive education researchers ‘work’ with and on their data

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1. Recognize that they are part of, rather than separate from, the research topics they investigate

2. The core task is to view research participants as research subjects and to explore the ‘meanings’ of events and phenomena from the subjects’ perspectives

3. A related issue for educational researchers is the extent to which it is possible to present the accounts contained in research reports and theses in education leadership and management as being accounts by them, and whether or not researchers’ account represent or distort what research participants have said or written

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Employs two central concepts for unraveling experiential differences with race and gender processes, namely race-gender experiences and race-gender outlooks

Race-gender experiences- social interactions that take place in a given social sphere, such as public spaces, schools, work, and the home, in which men and women undergo racial and gender processes

Experiential differences- how men and women view the role of education in their lives

Race-gender outlooks- life perspectives and attitudes about how social mobility is attained

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the philosophical study of being

it studies concepts that directly relate to being, in particular becoming, existence, reality, as well as the basic categories of being and their relations

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All researchers ask questions about knowledge- how we find it, how we recognize it when we find it, how we use it, and how it distinguishes truth from falsehood

Researchers seek to ‘know’ the ‘reality’ they are describing

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Lopez, N., 2003. Unequal schooling: race and gender disparity in urban education. Hopeful girls, troubled boys: race and gender dispartity 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.