“It’s Like We Are Legally, Illegal”: Latino/a Youth Emphasize Barriers to Higher Education Using Photovoice

Sahay, Kashika; Thatcher, Kari; Núñez, Cruz; Lightfoot, Alexandra F.

doi:10.1353/hsj.2016.0020

Cited by 23 publications

(18 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Photo elicitation can use a facilitated process called SHOWED to guide dialogue and discussion of the images. The SHOWED dialogue framework was rooted in the work of Paolo Freire and was inspired by his notion of empowerment education (Sahay, Thatcher, Núñez, & Lightfoot, 2016). The SHOWED method is a structural guide to facilitate deeper thinking and discussion using specific prompts.…”

Section: Photovoicementioning

confidence: 99%

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

Chelberg

Bosman

2019

IJHE

View full text Add to dashboard Cite

There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st-century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student participation one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses.

show abstract

Section: Photovoicementioning

confidence: 99%

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

Chelberg

Bosman

2019

IJHE

View full text Add to dashboard Cite

show abstract

“…Hidden populations are those in which public acknowledgment of membership in the population is potentially risky (Heckathorn, 1997). Finding DACA recipients for the study was difficult because of fear among undocumented students that "outing" themselves may bring legal repercussions for themselves and their families (Sahay et al, 2016). Further, under the current political climate, which includes retrenchment by the government to end DACA, even those under DACA protection may experience ambivalence in disclosing their immigration status.…”

Section: Methodsmentioning

confidence: 99%

What Happens to a Dream Deferred? Identity Formation and DACA

Rosenberg

Robles

Agustín-Méndez

et al. 2020

Hispanic Journal of Behavioral Sciences

View full text Add to dashboard Cite

This article reports on a qualitative research study that explored the lived experience of seven Latinx DACA recipients. Using narrative inquiry, the study tests the Undocumented Adult Identity Development Model (Robles, 2015), a five-stage identity development model of undocumented Latinx youth. The study gives voice to the hopes, dreams, and challenges these young adults face. Findings revealed that participants demonstrated a high degree of resiliency. Ultimately, participants were able to fashion their struggles into a transformative experience that gave them hope and a positive vison for their future. Success in school and in their career was a means of protesting against the limitations placed upon them. Meaning and purpose was achieved through creating community and by taking ownership of their immigration status, through fighting for their rights and for the rights of other immigrants.

show abstract

“…Immigrant Latinx adults and their children, regardless of insurance status, face nonfinancial barriers to utilizing health services, ranging from the biases of health providers to a lack of familiarity with the U.S. health system (Huncharek, Haddock, Reid, & Kupelnick, 2010). For Latinxs living in the United States without authorizing documentation, options are even more limited for accessing resources (Cavazos-Rehg, Zayas, & Spitznagel, 2007), pursuing higher education (Sahay, Thatcher, Núñez, & Lightfoot, 2016), or avoiding racially biased policing (Zaw, Hamilton, & Darity, 2016).…”

Section: Latinxs and Powermentioning

confidence: 99%

“They were just waiting for me to mess up”: A critical discourse analysis of immigrant Latinx teens' perceptions of power dynamics

Merino

Thomas

Lightfoot

et al. 2019

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

This paper explores Latinx adolescents' perceptions of power dynamics with authority around them. We seek to inform how community‐based professionals engage with and seek to understand members of this population. We conducted a critical discourse analysis of data collected during a community action photovoice project with 13 Latinx adolescents living in a metropolitan region of the southeastern United States. Participants felt they were under greater surveillance scrutiny by authority figures in social and academic spaces than their non‐Latino peers. They discussed ways their movements were at times constrained because others presumed they were deviant, and how that affected their identity development. Judgments and assumptions held by both powerful adults and oppressed groups alike serve to reinscribe social stratification that places Latinx adolescents at a power disadvantage relative to their white peers. These experiences and understandings of power relations shape the circuitous racial dispossession of youth.

show abstract

“It’s Like We Are Legally, Illegal”: Latino/a Youth Emphasize Barriers to Higher Education Using Photovoice

Cited by 23 publications

References 34 publications

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

What Happens to a Dream Deferred? Identity Formation and DACA

“They were just waiting for me to mess up”: A critical discourse analysis of immigrant Latinx teens' perceptions of power dynamics

Contact Info

Product

Resources

About