scholarly journals Critical Arts–Based Research: A Performance of Provocation

2017 ◽  
Vol 25 (9-10) ◽  
pp. 945-955 ◽  
Author(s):  
Carl Bagley ◽  
Ricardo Castro-Salazar
Keyword(s):  
Critical Race Theory ◽  
Mexican Americans ◽  
Mexican American ◽  
Research Literature ◽  
Live Performance ◽  
Methodological Issues ◽  
Race Theory ◽  
Arts Based Research ◽  
The Impact ◽  
A Performance

The article from a critical race theory standpoint draws on data from life history interviews with undocumented Mexican-Americans, and live performance work with Mexican-American artists, to reflect on the methodological issues raised by qualitative research addressing the ways in which critical arts–based research affects research participants as artists, subjects, and audience. To date, arts-based research literature has tended to concentrate on theoretically framing a performance piece within a specific genre (and its acclaimed advantages) and subsequently describing in detail the nature of a performance, an approach which at times means the impact of a performance is accepted uncritically, if not taken for granted. Our intent in this article is to draw on postperformance interviews and correspondence with artists, subjects, and audience members to critically reflect on participant impact, an impact which in this article we are calling a performance of provocation.

scholarly journals THE IMPACT OF INTERGENERATIONAL SUPPORT ON DEPRESSIVE SYMPTOMS AMONG OLDER MEXICAN AMERICANS: DOES GENDER MATTER?

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S817-S817
Author(s):  
Yaolin Pei ◽  
Zhen Cong ◽  
Bei Wu
Keyword(s):  
Depressive Symptoms ◽  
Mexican Americans ◽  
Mexican American ◽  
Adult Child ◽  
Living Alone ◽  
Intergenerational Support ◽  
West Texas ◽  
Different Types ◽  
The Impact ◽  
Gender Specific

Abstract The study examined gender differences in the impact of living alone and intergenerational support on depressive symptoms among Mexican American older adults. The sample included 335 parent-adult child dyads which were nested within 92 Mexican American respondents in a city in West Texas. Each respondent reported their specific relationships with each child. The results from clustered regression showed that men provided and received less intergenerational support than women, but their depressive symptoms were more susceptible to living alone and different types of intergenerational support. Factors such as living alone, and receiving instrumental support were related to higher levels of depressive symptoms among Mexican American older men than among in their female counterparts, whereas emotional closeness with children was associated with lower level of depressive symptoms in men than in women. The findings can be used to develop and target a gender-specific approach for depression interventions among older Mexican Americans.

scholarly journals 4127 Achieving health equity in translational research: Applying critical race theory in workforce curricula to address disparity

2020 ◽  
Vol 4 (s1) ◽  
pp. 77-77
Author(s):  
Kristina Gern Johnson ◽  
Karen C. Johnston ◽  
Jennifer Phillips ◽  
Maryellen Gusic
Keyword(s):  
Health Disparities ◽  
Critical Race Theory ◽  
Health Equity ◽  
Critical Reflection ◽  
Social Structures ◽  
List Type ◽  
Critical Race ◽  
Race Theory ◽  
Community Based Research ◽  
The Impact

OBJECTIVES/GOALS: Learners will: Identify social structures that serve as root causes of health disparitiesCritically evaluate the ways in which racism, culture, and power perpetuate disparityUse critical reflection to shape their research and advocate for institutional changeMETHODS/STUDY POPULATION: The Integrated Translational Health Research Institute of Virginia (iTHRIV) Health Equity curriculum provides a lens for participants to view health disparities, social structures that create and perpetuate disparities, and the path to a more equitable future. This longitudinal workforce curriculum incorporates the principles of critical race theory (CRT), including: race as a social construct, structural determinism, intersectionality, and the social construction of knowledge. Learners gain practical experience through facilitated group discussions and critical reflection of their own work including research question design, recruitment, dissemination, and enhancing the faculty pipeline. RESULTS/ANTICIPATED RESULTS: To measure the impact of the curriculum, we will evaluate learners’ participation in mentoring activities for persons from underrepresented backgrounds; participation in local and national diversity and inclusion efforts; engagement in community-based research; ability to account for implicit bias and power imbalances in their research design, including in recruitment and retention; and share research findings with community members and research participants. Evaluation strategies will include quantitative and qualitative methodologies. DISCUSSION/SIGNIFICANCE OF IMPACT: There is growing recognition of the impact of racism on the development and perpetuation of health disparities. Public health critical race praxis (an adaptation of CRT) is emerging as a theoretical framework to empower researchers to challenge the status quo in order to achieve health equity.

Mexican American Parental Knowledge and Perceptions of Childhood Obesity: An Integrative Review

2019 ◽  
Vol 18 (2) ◽  
pp. 105-116 ◽  
Author(s):  
Nathalie Confiac ◽  
Melanie T. Turk ◽  
Rick Zoucha ◽  
Marilyn McFarland
Keyword(s):  
Body Weight ◽  
Childhood Obesity ◽  
Mexican Americans ◽  
Mexican American ◽  
Parental Knowledge ◽  
Lifestyle Changes ◽  
Integrative Review ◽  
Health Concern ◽  
Qualitative Approaches ◽  
The Impact

Introduction: For the past two decades, childhood obesity has remained a national public health concern, particularly among Hispanic populations. Multiple cross-sectoral obesity prevention strategies have been implemented yet remain unsuccessful in generating sustainable lifestyle changes. Method: The purpose of this integrative review, using the Whittemore and Knafl method, was to examine the literature from 2009 to 2018 regarding Mexican American parental knowledge and perceptions of childhood obesity. The CINAHL, PubMed, PsycINFO, and ERIC databases were used to search the literature, and 13 peer-reviewed articles met the inclusion criteria. Results: Three main themes emerged from the literature synthesis: (1) parental misperception of child body weight and size, (2) influence of cultural health and growth beliefs on parental perception of child weight, and (3) parental perspectives of causes and consequences of childhood obesity and how to address it. However, cultural variations in parental perceptions were found; therefore, attempts to generalize Mexican Americans’ cultural practices should be avoided. Conclusion: Studies using qualitative approaches are needed to gain deeper insights about Mexican American culture regarding children’s health as it relates to body weight, the roles of different family members in the Mexican American childrearing tradition, and the impact of their associated health beliefs.

Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand

2021 ◽  
pp. 109821402110256
Author(s):  
Alice E. Ginsberg
Keyword(s):  
Critical Race Theory ◽  
Critical Evaluation ◽  
Evaluation Process ◽  
Symbolic Capital ◽  
Evaluation Framework ◽  
Critical Race ◽  
Risk Capital ◽  
Race Theory ◽  
Cultural Wealth ◽  
The Impact

This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso’s work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a “tool” in conjunction with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluation from an “objective” outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including framing capital, identity capital, connectivity capital, inquiry capital, risk capital, symbolic capital, and dissemination capital, along with a series of accompanying critical questions to guide reflective practice for each capital. I also describe how CEC can be applied across the evaluand—both proactively and retrospectively. I conclude with some key opportunities and challenges CEC presents for evaluators and other key stakeholder groups in the evaluand.

From the Treaty of Guadalupe Hidalgo to Hopwood: The Educational Plight and Struggle of Mexican Americans in the Southwest

1998 ◽  
Vol 68 (3) ◽  
pp. 353-413 ◽  
Author(s):  
Guadalupe San Miguel, Jr. ◽  
Richard Valencia
Keyword(s):  
Mexican Americans ◽  
Mexican American ◽  
The United States ◽  
American Southwest ◽  
American People ◽  
Mexican Origin ◽  
American Education ◽  
Educational Equality ◽  
Mexican American Education ◽  
The Impact

The Treaty of Guadalupe Hidalgo, which brought an end to the Mexican American War of 1846–1848, marked its sesquicentennial on February 2, 1998. The signing of the Treaty and the U.S. annexation, by conquest, of the current Southwest signaled the beginning of decades of persistent, pervasive prejudice and discrimination against people of Mexican origin who reside in the United States. In this article, Guadalupe San Miguel and Richard Valencia provide a sweep through 150 years of Mexican American schooling in the Southwest. They focus on the educational "plight" (e.g., forced school segregation, curricular tracking), as well as the "struggle" (e.g., litigation) mounted by the Mexican American people in their quest for educational equality. The authors cover four major historical eras: 1) the origins of schooling for Mexican children in the "American" Southwest, 1848–1890s; 2) the expansion of Mexican American education, 1890–1930; 3) the changing character of public education, 1930–1960; and 4) the contemporary period. In their discussion they identify a number of major themes that characterize the education of Mexican Americans in the Southwest from the time of the Treaty up to the Hopwood decision in Texas—the landmark case that gutted affirmative action in higher education. These include the exclusion and removal of the Mexican-origin community and its cultural heritage from the schools; the formation of the template (segregated, inferior schooling) for Mexican American education; the quest for educational equality; the continuing academic gap between Mexican American and Anglo or White students; and the impact of nativism on educational opportunity, as reflected most recently in the regressive and oppressive voter-initiated propositions in California and in the legal decisions in Texas. As such, Mexican Americans face an educational crisis of an unprecedented magnitude in the history of racial/ethnic minority education.

scholarly journals Mexican American Youth and Adult Prison Gangs in a Changing Heroin Market

2005 ◽  
Vol 35 (4) ◽  
pp. 843-867 ◽  
Author(s):  
Avelardo Valdez
Keyword(s):  
Mexican Americans ◽  
Mexican American ◽  
Drug Market ◽  
Youth Gangs ◽  
Recidivism Rates ◽  
Mexican American Youth ◽  
Prison Gangs ◽  
Urban Minorities ◽  
Organizational Rules ◽  
The Impact

This article focuses on the interaction between the larger community's drug markets and youth and adult prison gangs, and the process that leads to specific adverse consequences both to the youth gangs as organizations, and to individual members. Described is the emergence of a restructured heroin market dominated by an adult prison gang. A major consequence of this was the increasing use of heroin among Mexican American gang members and their transformation from autonomous youth gangs to extensions of the adult prison gangs or their demise. Data was collected from 160 members of 26 Mexican American youth gangs and key informants in San Antonio. Findings focus on organizational rules, drug market transformations, consequences on members, and the impact of heroin on the gang's organization. Discussed is how the dominance of prison gangs is related to the increased incarceration and recidivism rates of Mexican Americans and declining economic opportunities for urban minorities.

scholarly journals The Impact of Violence and Acknowledgement of Trauma on the Mental Health of Black Canadians

2021 ◽  
Author(s):  
Karia Jones
Keyword(s):  
Mental Health ◽  
Critical Race Theory ◽  
Literature Review ◽  
Black Community ◽  
Mental Health Stigma ◽  
Race Theory ◽  
Black Canadians ◽  
Forms Of Violence ◽  
The Impact ◽  
Access Services

This research paper will explore the foci surrounding the Black community, particularly on violence and mental health, through a literature review of existing studies. The goal of this research is to create space for narratives that will encourage and enable participants to talk in new and potentially transgressive ways. Grounded theory used to ground the finding in the research while symbolic interactionism and Critical race theory were utilized as theoretical lens. This MRP demonstrates the various forms of violence, mental health stigma and hesitancy to access services, and resilience within Black individuals Thus, more research and programs need to be developed in order to be able to understand the diverse levels of violence the Black community faces and how to limit the barriers they face internally and externally in regard to outside assistance.

scholarly journals Acculturation and Life Satisfaction Among Immigrant Mexican Adults

10.18060/3758 ◽  
2013 ◽  
Vol 14 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Flavio F. Marsiglia ◽  
Jaime M. Booth ◽  
Adrienne Baldwin ◽  
Stephanie Ayers
Keyword(s):  
Life Satisfaction ◽  
Mexican Americans ◽  
Mexican American ◽  
First Generation ◽  
Work Practice ◽  
Well Being ◽  
The United States ◽  
Social Work Practice ◽  
English Only ◽  
The Impact

The numbers of Mexican Americans living in the United States, many of whom are first generation immigrants, are increasing. The process of immigration and acculturation can be accompanied by stress, as an individual attempts to reconcile two potentially competing sets of norms and values and to navigate a new social terrain. However, the outcomes of studies investigating the relationship between levels of acculturation and well-being are mixed. To further investigate the dynamic of acculturation, this article will address the impact of acculturation and familismo, on reported life satisfaction and resilience among Mexican American adults living in the Southwest (N=307), the majority (89%) of which are immigrants. The findings indicate that bilingual individuals report significantly higher levels of life satisfaction and resilience than their Spanish-speaking counterparts do. Speaking primarily English only predicted higher levels of resilience but not life satisfaction. Implications for social work practice with Mexican American immigrants are discussed.

The Impact of Ethnicity and Socialization on Definitions of Democracy: The Case of Mexican Americans and Mexicans

2003 ◽  
Vol 19 (1) ◽  
pp. 81-104 ◽  
Author(s):  
Rodolfo O. de la Garza ◽  
Muserref Yetim
Keyword(s):  
United States ◽  
Political Institutions ◽  
Mexican Americans ◽  
Mexican American ◽  
The United States ◽  
Democratic Citizenship ◽  
Historical Background ◽  
The Political ◽  
Direct Experience ◽  
The Impact

This paper argues that Mexican American views of democracy differ significantly from those of Mexicans because of their exposure to the political institutions and culture of the United States. Our results vindicate Diamond's claim that there is no better way of developing the values, skills, and commitments of democratic citizenship than through direct experience with democracy (Diamond 1999). Equally significant is that the study demonstrates that ethnic ties do not determine political attitudes. That is, despite a shared historical background and contemporary cultural commonalities, Mexican views of democracy differ from those of Mexican Americans. Este artíículo arguye que las visiones de la democracia de los mexicano-americanos difieren significativamente de las de los mexicanos debido a su exposicióón a las instituciones de políítica y cultura de los Estados Unidos. Nuestros resultados justifican la idea de Diamond de que no hay mejor manera de desarrollar los valores, habilidades y el compromiso con una ciudadaníía democráática qua a travéés de la experiencia directa con la democracia (Diamond 1999). De igual importancia, el estudio demuestra que los lazos éétnicos no determinan las actitudes polííticas. Esto es, a pesar de compartir un trasfondo históórico y de las concordancias culturales contemporááneas, las visiones de la democracia de los mexicanos difieren de las de los mexicano-americanos.

‘Converse racialization’ and ‘un/marking’ language: The making of a bilingual university in a neoliberal world

2020 ◽  
pp. 1-22 ◽  
Author(s):  
Mike Mena ◽  
Ofelia García
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Mexican Americans ◽  
Social Economic ◽  
Critical Race ◽  
Race Theory ◽  
Language Practice ◽  
Mexico Border ◽  
Structural Inequalities

Abstract The discourse on the opening of a bilingual university along the Texas-Mexico border leads us to propose a theory of ‘converse racialization’ through which the local Spanish is being progressively ‘unmarked’ and disassociated from the language practice of Mexican Americans. Converse racialization, as the equal and opposite co-constituting underside of racialization, shifts the directionality of semiotic indexes away from a particular ‘race’ or ‘ethnicity’ (including whiteness) and produces an apparent state of ‘unmarkedness’. We argue that the process of ‘unmarking’ Spanish has social, economic, and racializing consequences. Specifically, the language-as-resource discourse obscures and rearticulates the ‘deficiency perspective’ that continues to perpetuate structural inequalities that Latinxs in the border face. (Racialization, higher education, critical race theory, bilingualism, neoliberalism)*

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