Lopez utilizes multiple site of qualitative research to develop the picture.

Takes on researcher as narrator of their own life with strong emphasis on voice and reflexivity (Lincoln, Lytham, and Guba, 2011).

Methods:

-Analysis of race-gender experiences

-Surveys on backgrounds of immigrant group

-Focus groups

-Interviews

-On site observations

(Lopez, 2003)

2. Negate the segmented assimilation theory that dismantles the assumption that losing ethnic distinctiveness is a prerequisite for upward mobility (Lopez, 2003).

3. Develop own theory of race-gender experiences framework.

a. Race-gender experiences: "social interactions that take in a given sphere which men and women undergo racial and gender processes" (Lopez, 2003).

b. Race-gender outlooks: "life perspectives and attitudes about how social mobility is attained" (Lopez, 2003).

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

Sees herself as a member of the new immigrant group that she is studying.

Will utilize her own background and experiences to help complete the research picture.

(Lopez, 2003)

1.) What accounts for race-gender disparities in education?

2.) Why do men have different outcomes in educational attainment?

3.) How can race-gender experiences explain the outcomes of educational attainment and disparities?

Lopez includes all of the elements needed to apply her research to this theory. She attempts to determine the reasons for the gender disparities based on the cultural experiences and outcomes.