"I Used to Be One of Them": Reflections on Researching DACA Students as a DACA Beneficiary

Autor/in	Bazo Vienrich, Alessandra
Titel	"I Used to Be One of Them": Reflections on Researching DACA Students as a DACA Beneficiary
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 8, S.700-714 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bazo Vienrich, Alessandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1956623
Schlagwörter	Undocumented Immigrants; Educational Research; Minority Group Students; College Students; Student Attitudes; Student Experience; Research Methodology; Identification (Psychology) + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Bildungsforschung; Pädagogische Forschung; Collegestudent; Schülerverhalten; Studienerfahrung; Research method; Forschungsmethode
Abstract	This article examines my experiences as a Latina DACA-benefited researcher conducting qualitative research with Latinx DACA-benefited college students. Drawing from an interview study across two states, I describe my actions and responses to three stages I experienced in the field: reflexive analysis of positionality, acknowledgement of shared identity, and coming out to participants. In discussing my experiences during interviews, I showcase instances in which I pushed boundaries to adopt a methodology of compassion and humanity necessary in research by, for, and with undocumented immigrants. I draw from W.E.B. Du Bois's "double consciousness" to consider undocumented researchers' compartmentalized identities and experiences in the field, and I use Gloria Anzaldúa's "mestiza consciousness" to contest dichotomies around legal status, nationality, and belonging. I propose the adoption of flexible methodologies to disrupt existing rigidities in qualitative research in immigrant communities and static epistemologies produced in contexts where researchers hold legal privilege over their undocumented/liminally documented participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01