From Microscope to Mirror: Doctoral Students' Evolving Positionalities through Engagement with Culturally Sensitive Research

Autor/inn/en	Roegman, Rachel; Knight, Michelle G.; Taylor, Ashley M.; Watson, Vaughn W. M.
Titel	From Microscope to Mirror: Doctoral Students' Evolving Positionalities through Engagement with Culturally Sensitive Research
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 1, S.44-65 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.974717
Schlagwörter	Graduate Students; Doctoral Programs; Immigrants; Race; Educational Experience; Cultural Awareness; Assignments; Qualitative Research; Student Attitudes; Guidelines; Case Studies; Seminars; African Culture; Semi Structured Interviews; Citizenship; Conference Papers; New York + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Immigrant; Immigrantin; Immigranten; Rasse; Abstammung; Bildungserfahrung; Cultural identity; Kulturelle Identität; Assignment; Auftrag; Zuweisung; Qualitative Forschung; Schülerverhalten; Richtlinien; Case study; Fallstudie; Case Study; Seminar; Africa; Culture; Afrika; Kultur; Staatsbürgerschaft; Konferenzmaterial
Abstract	This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students' conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman's framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01