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

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1. To address shortcomings in Segmented Assimilation Theory by focusing instead on how groups/individuals are racialized and gendered by institutions, authorities, and others that they interact with.

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1. An individual's experiences and  perception of the world around them are key to understanding the current state in which they and the groups that they represent are in.
2. An outside ("objective") perspective does not allow for the acquisition or understanding of these experiences.
3. There is a very evident disparity in educational achievement between men and women of Caribbean (West Indie, Dominican, & Haitian) descent that can be proven by statistics. Through personal experience and stories the causes of this can be traced to societal, and institutional problems that members of these groups and other continue to face today.

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1. How do race and gender affect individuals that fall into the category of 2nd generation caribbean immigrants in NYC in their everyday life?

2. What are the reasons for the educational achievement disparity between men and women that come from the same cultural and ethnic background (2nd Generation Immigrants of Caribbean descent)?

3. What are the factors, institutions, actors, organizations, and/or elements that racialize and gender CUNY students of Caribbean descent?

4. What are the research subjects perceptions of how these factors, institutions, actors, organizations, and/or elements?

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Epistemology (Theory of Knowledge or Paradigm)

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Epistemology (Theory of Knowledge or Paradigm)

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The Author makes it clear early in the chapter that her interest in this subject stems from personal experience and a social/cultural connection with the subjects that she studies. (Lopez 2003, p. 4-5) Furthermore, the research methods that she utilizes are qualitative in nature [see quote below]. (Lopez 2003, p. 8-10)

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1. Lopez focused on qualitative data sources and drew from CUNY students from 3 primary groups of Carribean second generation immigrants (Dominicans, West Indian, and Haitian Immigrants).
2. Older generations of Dominican, West Indian, and Haitian NYC residents were questioned through interviews about their life and experiences with race and gender in the city.
3. Observations were made of West Indian, Dominican, and Haitian high school students.
(Lopez 2003, p. 9-10)
[See Quote in "Epistemology box"]

*The research was conducted over a period of 2 years between 1996-1998.

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Focus group discussions were conducted with students that aimed at determining how these students interpreted the impact that being racialized and gendered by authorities, organizations, police, and other entities has affected their perception of the world around them.
(Lopez 2003, p. 8-9)

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Based on the Methodology, Ontology, and Epistemology of Lopez's study. Her research falls into the realm of a Critical Theory perspective. It acknoledges her close connection to the research and subjects that are being studied, relies heavily on qualitative data, and is relative in nature.

Table Source: (Lincoln 2011, p. 100)

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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

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.