Research
Social Inequalities | Race, Ethnicity, and Immigration | Qualitative Methodologies | Higher Education | Curriculum Development and Instructional Design
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How are social inequalities reproduced in our interactions? How can we research and analyze things that "go unsaid?"
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In this book chapter, my co-author and I examine the use of triangulation (using multiple sources of data) to study social silences that reproduce what we term "intimate inequalities." Intimate inequalities, which we describe as inequalities related to sex, sexuality, family, and intimate partner violence, are shaped by broader socio-cultural inequalities that are reproduced on the micro-level in intimate interactions.
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In particular, I examine family violence and trauma as forms of intimate inequalities in undocumented immigrant families. Research for this chapter comes from my dissertation project on the lives of undocumented immigrant college students.
How do people understand ethno-racial inequality? What impact do cultural discourses and individual experiences have on how people make sense of their positionally in ethno-racial hierarchies?
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In this article, my co-author and I draw on interview and supplemental survey data from 70 Mexican Americans to provide an in-depth exploration of their stratification beliefs (their beliefs about ethno-racial inequality). We pay particular attention to respondents’ use of mixed explanatory modes, illustrating how they draw on cultural and structural discourses to make sense of the world around them. Ultimately, we argue that scholars need to pay attention to the interconnections among ideology, everyday experiences, and identity to understand the complexities of stratification beliefs.
In an era of increased political polarization, how can educators create "courageous spaces" that engender discussions across differences and expose students to multiple points of view? This project focuses on:
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Including viewpoint diversity in course content;
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Curating course materials for a unique educational experiences;
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Incorporating holistic and mindfulness practices to manage difficult emotions in courageous discussions;
In Progress
How is the transition to adulthood impacted be the legal status of undocumented 1.5-generation immigrants?
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Building off of my dissertation research, I am developing work on how undocumented young adults reframe their struggles and accomplishments in ways that enable them to craft positive identities in the context of legal exclusion and blocked opportunities.
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Much of the existing research on working class and minoritized young adults assumes that their transition strategies and experiences will be unique from middle-class, White young adults. This project interrogates these supposed distinct experiences noting how larger cultural discourses about of what it means to "come of age" in contemporary society shape (and are re-shaped) by undocumented young adults unique experiences and positionally.
Discussion Statements are common inclusions in course syllabi; however, most are "fluff" or not utilized throughout the course. In this on-going research project, I investigate:
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How to create meaningful discussion statements that reflect your pedagogical style and classroom;
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How to integrate discussion principles into course content;
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How to use discussion principles to create mindful classrooms;
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How to translate robust discussions into online education
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Utilizing innovative discussion modalities for courageous conversations in face-to-face, hybrid, and online learning
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In Publication
