Jenesis J Ramirez
Biographic Data
| ID | 5451807 |
|---|---|
| NAME | Jenesis J Ramirez |
| GIVEN NAMES | Jenesis J |
| FAMILY NAME | Ramirez |
| SIGNATURE | RAMÍREZ J J |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Proposing a Methodological Borderland
In this article, we propose a “methodological borderland,” defined as a methodological space in constant transition; one that allows researchers to combine multiple methods, data points, and theories, guided by a desire for social justice for studied populations. In doing so, we urge mixed methods researchers to access theoretical frameworks that are grounded in the ways of knowing of participants and that promote critical analysis and interpreta…
Mothers’ influences on Latino collegians
Research suggests that the role of parents is essential to the educational trajectories of Latinx college students, including their access to and graduation from postsecondary education. In this study we use Latino male collegians’ narratives to examine how Latina mothers influence their sons’ educational trajectories. Twenty-four Latinos from four universities participated in a three-step interview process. Secondary data analysis led to the eme…
Institutional Agents at a Hispanic Serving Institution
As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting HSI, we highlight how four institutional…
Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI O…
Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs
This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. F…
Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs
This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. F…
Institutional Agents at a Hispanic Serving Institution
As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting HSI, we highlight how four institutional…
Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI O…
Proposing a Methodological Borderland
In this article, we propose a “methodological borderland,” defined as a methodological space in constant transition; one that allows researchers to combine multiple methods, data points, and theories, guided by a desire for social justice for studied populations. In doing so, we urge mixed methods researchers to access theoretical frameworks that are grounded in the ways of knowing of participants and that promote critical analysis and interpreta…
Mothers’ influences on Latino collegians
Research suggests that the role of parents is essential to the educational trajectories of Latinx college students, including their access to and graduation from postsecondary education. In this study we use Latino male collegians’ narratives to examine how Latina mothers influence their sons’ educational trajectories. Twenty-four Latinos from four universities participated in a three-step interview process. Secondary data analysis led to the eme…
Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs
This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. F…
Institutional Agents at a Hispanic Serving Institution
As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting HSI, we highlight how four institutional…
Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI O…
Mothers’ influences on Latino collegians
Research suggests that the role of parents is essential to the educational trajectories of Latinx college students, including their access to and graduation from postsecondary education. In this study we use Latino male collegians’ narratives to examine how Latina mothers influence their sons’ educational trajectories. Twenty-four Latinos from four universities participated in a three-step interview process. Secondary data analysis led to the eme…
Proposing a Methodological Borderland
In this article, we propose a “methodological borderland,” defined as a methodological space in constant transition; one that allows researchers to combine multiple methods, data points, and theories, guided by a desire for social justice for studied populations. In doing so, we urge mixed methods researchers to access theoretical frameworks that are grounded in the ways of knowing of participants and that promote critical analysis and interpreta…
Sociology (5 works) · Higher Education Research Studies (4 works) · Critical Race Theory in Education (3 works) · Identity (music (3 works) · Psychology (3 works) · Anthropology (2 works) · Computer Science (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · Parental Involvement in Education (2 works)