https://padlet.com/mariefield/i6ft5bd2txya Research Analysis en-us 2016-07-01 11:55:32 UTC 2023-05-18 11:54:49 UTC hello@padlet.com mariefield https://padlet.com/mariefield/i6ft5bd2txya/wish/115825385 Ms. Lopez herself admits, "the hegemonic approach for studying the second generation generally rests on the ethnicity paradigm" (p. 4). The overarching paradigm in which she sets her inquiries is constructivist, however. According to Terry Anderson, the constructivist paradigm is primarily concerned with "why" a group of people act a certain way. The entire premise of the research Ms. Lopez conducts in her article is exactly that. She is looking into why second generation Caribbeans have such a marked race-gender gap in their education. ]]> 2016-07-01 19:04:05 UTC https://padlet.com/mariefield/i6ft5bd2txya/wish/115825385 mariefield https://padlet.com/mariefield/i6ft5bd2txya/wish/115829753 I found the overarching question of Ms. Lopez's article to be, "How is it that men and women who belong to the same racial and ethnic group, attend the same schools, grow up in the same social and economic circumstances, and live in the same neighborhoods, have different outcomes in terms of their educational attainment." (Lopez, 2003, p 3) Under this umbrella however, she lists several questions which she poses in pursuit of answering the driving question of her research.

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• How is the second (Caribbean) 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 with schools "race" and "gender" students?
• How do family life and gender roles influence 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 re-articulated to create more equitable and liberating educational opportunities, particularly for low-income, urban, second generation youth?

]]> 2016-07-01 23:42:23 UTC https://padlet.com/mariefield/i6ft5bd2txya/wish/115829753 mariefield https://padlet.com/mariefield/i6ft5bd2txya/wish/115829764 2016-07-01 23:43:40 UTC https://padlet.com/mariefield/i6ft5bd2txya/wish/115829764 mariefield https://padlet.com/mariefield/i6ft5bd2txya/wish/115829813

To understand the dynamics which contribute to the "race and gender disparities in urban education" (Lopez, 2003, p 3).

Focus on second generation Caribbean youth, specifically Dominican, Haitian and West Indians because their immigrant status is usually not associated with being political refugees. 

To urge readers to reflect on their own race-gender stereotypes and to hopefully "interrupt the oppressive gender and race processes" (Lopez, 2003, p 14)

]]> 2016-07-01 23:48:24 UTC https://padlet.com/mariefield/i6ft5bd2txya/wish/115829813 mariefield https://padlet.com/mariefield/i6ft5bd2txya/wish/115847800 Anderson, Terry. October 15, 2003. "Research Paradigms: Ontology's, Epistemologies & Methods. Slideshare. Retrieved from: http://www.slideshare.net/eLearnCenter/research-methods-uoc-2013
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. ]]> 2016-07-03 00:15:28 UTC https://padlet.com/mariefield/i6ft5bd2txya/wish/115847800