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Dr. Chin Dissertaton's Theoretical Framework

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Dr. Chin Dissertaton's Theoretical Framework

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In watching this portion of Dr. Chin’s dissertation presentation video, I learned how important it is to find specific literature that hones in on my topic to provide relevance of my particular study. The concepts in the literature I chose are crucial in the development of my proposal. Dr. Chin focused on 4 main studies of literature to better understand what it is that causes the performance dilemma with black male students, as well as to find possible solutions to address these issues. There are many factors that contribute to this problem and Dr. Chin’s purposeful research gave me insights in continuing to educate myself through various readings and find patterns of reasoning to understand the gaps through a critical lens.

The visuals
provided by Dr. Chin, both in how the selected bodies of literature relate to
the education and performance of black males and how educational change was
through cultural responsiveness, care and love were a great way to demonstrate
connectedness. I plan to implement these types of visuals as well in my
research. Similar to Dr. Chin’s framework focuses on the 3 educational models
tailored to successfully educate men of color, I also need to focus the
specific cultural capitals I plan to study of first-generation high-achieving Latina
college students.

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Educational Problem:

I found watching Dr. Chin’s Dissertation video helpful in systematically clarifying the organization of the educational problem and research questions for my own research. The efficiency of stating a clear and concise introduction that is optimistically goal-oriented to become a society we could live to learn the skills necessary to survive successfully in our reality, (Bigelow, 2007), immediately elucidated the vision of a social justice classroom. I plan to employ this clarity in the organization of the introduction of my own research. I find so many things to discuss for my own research that I need to try to use this model to get to the point.

Dr. Chin’s first slide where she speaks of gender disparities and the state of affairs, successfully identified the need to ground the research in the lives of the students to effect change (Bigelow, 2007). The limitations of society or structure need to be identified as Dr. Chin did, to be relevant so as to possibly apply them to the broader society. I really appreciate the nature of this as it shows the relevance of studying the research question right at this moment in time and the urgency thereof that Critical Race Theory employs.  Additionally, the table in her second slide, provided a snapshot of female vs. male statistics for literacy rate and school enrollment spoke to me as a visual learner. I found it to be effective in translating the information in an accessible way to understand the need to address the issue at hand. Dr. Chin demonstrated what Vladero (2015), describes as the function of research in education by assessing the efficacy and likelihood that a new policy or practice will be effective through her study. This way of presenting data was effective and I plan to implement it in my research to give information in a easy-to-read way, especially for statistics.

Research Questions:

Clearly bulleting and cohesively stating the objectives of the research identified yet another interlocking component found in the social justice classroom. Bigelow (2007), examines levels of academic performance by systematically reconstructing the classroom to address the needs of students. Dr. Chin followed the same route in clarifying the framework necessary in her objectives of Jamaican male students. I plan to employ this method of identifying strategies and aspects in my own research as I like how they are a sort of call to action within the research write-up. Reading the Zulu expression Bigelow refers to in his article, ”If the future doesn’t come toward you, you have to go fetch it” (2007), employs the proposed actions Dr. Chin speaks of in her Research Questions. Seeking change through reform models and transferability. Dr. Chin began her dissertation with the academic struggles that have persisted in Jamaica, and here further proposes how to battle it via her searching for a new lens. As a new doctoral student, I appreciate the example of practice to further explain to me what I should be working on and how it would look like. There are many learning points by reviewing this video.

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D.Torres Takeaway#1  Teacher Education Research and the emphasis on educating the White teacher was something I was subject to first hand. Only because I taught in a bilingual classroom, was I encouraged to plan my units keeping in mind my population. My classmates who were teaching in an English only classroom were encouraged to teach to the middle class white students, (not the lower SES, bilingual student of color that actually walked into their classroom everyday). This is my first hand experience to the Critical Race Theory where as Milner (2007), points out, the interests and voice of White teachers took precedence over that of teachers of color. My take away here is that pre-service teachers of color need to be given voice, agency and education to do the same to their students.

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D.Torres Takeaway#1  Teacher Education Research and the emphasis on educating the White teacher was something I was subject to first hand. Only because I taught in a bilingual classroom, was I encouraged to plan my units keeping in mind my population. My classmates who were teaching in an English only classroom were encouraged to teach to the middle class white students, (not the lower SES, bilingual student of color that actually walked into their classroom everyday). This is my first hand experience to the Critical Race Theory where as Milner (2007), points out, the interests and voice of White teachers took precedence over that of teachers of color. My take away here is that pre-service teachers of color need to be given voice, agency and education to do the same to their students.

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D.Torres Takeaway#2       Banks (2001)’s view of a student’s experience being de-legitimized by having a Color and Culture Blind Research resonates with me. Without considering a student’s color and his wealth of experience does, as Banks notes, perpetuate the status quo.  I appreciate the danger Milner (2007) points out to here because one needs to at least accept that there is a problem to then analyze, disrupt and change things. This color-blind perception is something I have encountered by countless teachers. Their intentions were good, but they did not have the self-reflection or knowledge to see that they were in fact hampering and devaluing the students of color through their stance. They saw it as if they ignored it, all the differences that the students carry with them will be normalized in their classroom.

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D.Torres Takeaway#2       Banks (2001)’s view of a student’s experience being de-legitimized by having a Color and Culture Blind Research resonates with me. Without considering a student’s color and his wealth of experience does, as Banks notes, perpetuate the status quo.  I appreciate the danger Milner (2007) points out to here because one needs to at least accept that there is a problem to then analyze, disrupt and change things. This color-blind perception is something I have encountered by countless teachers. Their intentions were good, but they did not have the self-reflection or knowledge to see that they were in fact hampering and devaluing the students of color through their stance. They saw it as if they ignored it, all the differences that the students carry with them will be normalized in their classroom.

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D.Torres Takeaway#3         The Critical Race Theory tenet outlining the Importance of Narratives and Counter Narratives  where a POC is given a voice within the research is extremely important. The experiences of constructing the POC’s voice as central Solorzano and Yosso,(2001), empowers the research subject to claim their knowledge and power within their lived reality. This matters because by doing so, race is placed front and center of the narrative challenging counter-narratives, denying the notion of a post-racial society. Stories are how people best express their attitudes,  belief systems, values and experiences. As a researcher, if I give time and value to these voices, the research data I will collect will adequately illustrate my subject’s  experience within our society.

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D.Torres Takeaway#3         The Critical Race Theory tenet outlining the Importance of Narratives and Counter Narratives  where a POC is given a voice within the research is extremely important. The experiences of constructing the POC’s voice as central Solorzano and Yosso,(2001), empowers the research subject to claim their knowledge and power within their lived reality. This matters because by doing so, race is placed front and center of the narrative challenging counter-narratives, denying the notion of a post-racial society. Stories are how people best express their attitudes,  belief systems, values and experiences. As a researcher, if I give time and value to these voices, the research data I will collect will adequately illustrate my subject’s  experience within our society.

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D.Torres Takeaway #4        If one accepts that there is a pervasive issue of discrimination in our society and our schools, one can see why Milner (2007) were to need to build a framework for education research. A framework like Milner’s whose purpose is to combat the status of privilege of white voices, views and misrepresentations of those of people of color, is a sort of checks and balances within research, giving value to all involved. A guide that researchers will use in the process of racial and cultural consciousness to conduct educational research is how Milner (2007) describes his goal. I appreciate how Milner outlined the dangers of misinterpretations or misrepresentations of those “others” being researched. Looking at POC as contributors with an asset perspective in contrast to a deficit perspective (Ford, 1996), is what will shed light on discourse within the field accepting marginalized perspectives.

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D.Torres Takeaway #4        If one accepts that there is a pervasive issue of discrimination in our society and our schools, one can see why Milner (2007) were to need to build a framework for education research. A framework like Milner’s whose purpose is to combat the status of privilege of white voices, views and misrepresentations of those of people of color, is a sort of checks and balances within research, giving value to all involved. A guide that researchers will use in the process of racial and cultural consciousness to conduct educational research is how Milner (2007) describes his goal. I appreciate how Milner outlined the dangers of misinterpretations or misrepresentations of those “others” being researched. Looking at POC as contributors with an asset perspective in contrast to a deficit perspective (Ford, 1996), is what will shed light on discourse within the field accepting marginalized perspectives.