https://padlet.com/stephxackerman/lgqljbi9x4n6 Unequal Schooling: Race and Gender Disparity in Urban Education en-us 2019-01-17 13:39:41 UTC 2025-12-23 20:44:00 UTC hello@padlet.com stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321662622

Lopez utilitized the constructivist paradigm to understand the underlying "why" questions behind the analysis of the distinct race-gender experiences second generation Caribbeans are confronted with throughout their youth and young adulthood. 

Lopez uses an eclectic qualitative research method to investigate what distinguishes justified belief from opinion. 

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Reality is created by the groups and individuals. 

Race-gender gap is evident amongst second generation Caribbean youth in Urban High School. 

Understanding the educational trajectories of the children of immigrants is key to understanding their incorporation into U.S society because education remains one of the most important measures of an individuals prospects for social mobility and economic well-being (Lopez, 2003). 

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Focus groups helped to fine-tune the survey instrument by providing a forum for pretesting themes. Since these were conducted with CUNY undergraduates, they also allowed a chance for exploration in educational issues relating to working class urban college students living NYC (Lopez, 2003). 

The unifying thread that weaves the research together is a description of the race-gender experiences of the second generation. The author highlights how the life perspectives of the second generation are not simply related to their individual everyday experiences and social interactions at the micro-level, but rather are a by product of the macro level of large-scale institutions (Lopez, 2003). 

Observation allowed for a chance to build credibility through interaction with youth at the school and gave an opportunity to obtain more realistic snapshots of the race and gender issues first hand.

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Lopez used qualitative methods for data collection. 

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

• Focus Groups
  • Two groups (one with Dominicans and the other with West Indians and Haitians) conducted with college students attending CUNY in a classroom. 
  • Participants were selected at random from a list of second generation students enrolled at CUNY campuses. 
• Life History Interviews
  • Sampling done by door-to-door solicitation of surveys and follow up life interviews.
  • Conducted with 40 second generation Dominican, West Indian, and Haitian youth who grew up in NYC during the 1970s-1990s. 
  • Usually conducted in participants home. 
• Participant Observation 
  • Conducted over a six month period at Urban High School.
  • Regularly observed four social studies classes for tenth, eleventh, and twelfth graders. 

]]> 2019-01-17 13:41:19 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321662842 stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321663273 Nancy Lopez, 2003
The main purpose of this research is to understand the dynamics that contribute to race and gender disparities in urban education (Lopez, 2003). The author focuses on how race and gender intersect in the lives of the children of the largest new post-1965 immigrant group in New York City - second generation Caribbean youth (Lopez, 2003). ]]> 2019-01-17 13:42:09 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321663273 stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321668066

Stems from personal history because author's mother emigrated from the Dominican Republic to the U.S during the 1960s. 

Seeks to understand the dynamics that contribute to race and gender disparities in urban education. 

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How does this second generation experience race and gender discrimination in everyday life? 

What are the racialized and gendered meanings that are assigned to these youth in their everyday life? 

Why do young men and women from the same ethnic and class backgrounds come to view the role of education in vastly different ways? 

What is the influence of family life on how they view education? 

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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.} 

]]> 2019-01-17 13:52:33 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321668834 stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321976345 2019-01-18 02:05:22 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/321976345 stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/322522419 Constructivist

• Results through interpretative case studies 
• In this case, the second generation Caribbean youth create their own reality.
• Eclectic research design consisting of multiple sites of qualitative data sources. 

]]> 2019-01-20 20:34:54 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/322522419 stephxackerman https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/322526742 2019-01-20 21:17:45 UTC https://padlet.com/stephxackerman/lgqljbi9x4n6/wish/322526742