Sandra Quiñone
Biographic Data
| ID | 213677 |
|---|---|
| NAME | Sandra Quiñone |
| GIVEN NAMES | Sandra |
| FAMILY NAME | Quiñone |
| SIGNATURE | QUIÑONE S |
| AFFILIATIONS | Duquesne University |
| ORCID | 0000-0002-7858-6609 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Cultivating engagement with Latino children and families: Examining practices at a community school
This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on voice and agency in response to conditions cultivated by the principal and the community school coor…
Building Bridges and Creating Pathways: A Mixed Methods Study of Community-engaged Learning in Foreign Language Pedagogy
Detailing the integration of Spanish language teaching in an authentic setting, this article contributes to empirical research on the positive value of community-engaged learning in foreign language pedagogy. Reading to Play, Playing to Read is an innovative model for community-engaged teaching that combines learning goals from upper-level language and literature courses with the objectives of a non-profit organization serving the Latino communit…
I Get to Give Back to the Community That Put Me Where I Am”: Examining the Experiences and Perspectives of Puerto Rican Teachers in Western New York
To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a mujerista lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in Western New York. The findings demonstrate how access to multiple opportunities and support networks positively sh…
Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
(Re)braiding to tell: Using trenzas as a metaphorical–analytical tool in qualitative research
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I…
A Hunch without a Sound: Co-Constructing Meanings of Nonverbal and Verbal Interactions in Video Data
This narrative account describes a collaborative qualitative video data analysis process between a bilingual Deaf female researcher and a bilingual Puerto Rican female researcher. Via three processing points, we examine our journeys to co-construct meanings from a single video data source which was part of a larger ethnographic study of an urban community change initiative. We highlight how our respective epistemologies informed the process of wa…
Y Nosotros, Qué?: Moving beyond the Margins in a Community Change Initiative
Our ethnography focuses on an urban community change organization within a predominantly African American and Latino population. Latino Critical Race Theory and Critical Race Theory help us understand the Spanish speakers' positioning and how particularities of Latinas/os' experience challenged power relations and group cohesion. Our findings illustrate tensions and contradictions of black–brown communities working in tandem to work against oppre…
(Re)braiding to tell: Using trenzas as a metaphorical–analytical tool in qualitative research
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I…
I Get to Give Back to the Community That Put Me Where I Am”: Examining the Experiences and Perspectives of Puerto Rican Teachers in Western New York
To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a mujerista lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in Western New York. The findings demonstrate how access to multiple opportunities and support networks positively sh…
Y Nosotros, Qué?: Moving beyond the Margins in a Community Change Initiative
Our ethnography focuses on an urban community change organization within a predominantly African American and Latino population. Latino Critical Race Theory and Critical Race Theory help us understand the Spanish speakers' positioning and how particularities of Latinas/os' experience challenged power relations and group cohesion. Our findings illustrate tensions and contradictions of black–brown communities working in tandem to work against oppre…
Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
Cultivating engagement with Latino children and families: Examining practices at a community school
This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on voice and agency in response to conditions cultivated by the principal and the community school coor…
Y Nosotros, Qué?: Moving beyond the Margins in a Community Change Initiative
Our ethnography focuses on an urban community change organization within a predominantly African American and Latino population. Latino Critical Race Theory and Critical Race Theory help us understand the Spanish speakers' positioning and how particularities of Latinas/os' experience challenged power relations and group cohesion. Our findings illustrate tensions and contradictions of black–brown communities working in tandem to work against oppre…
A Hunch without a Sound: Co-Constructing Meanings of Nonverbal and Verbal Interactions in Video Data
This narrative account describes a collaborative qualitative video data analysis process between a bilingual Deaf female researcher and a bilingual Puerto Rican female researcher. Via three processing points, we examine our journeys to co-construct meanings from a single video data source which was part of a larger ethnographic study of an urban community change initiative. We highlight how our respective epistemologies informed the process of wa…
(Re)braiding to tell: Using trenzas as a metaphorical–analytical tool in qualitative research
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I…
Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy
In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain…
I Get to Give Back to the Community That Put Me Where I Am”: Examining the Experiences and Perspectives of Puerto Rican Teachers in Western New York
To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a mujerista lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in Western New York. The findings demonstrate how access to multiple opportunities and support networks positively sh…
Cultivating engagement with Latino children and families: Examining practices at a community school
This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on voice and agency in response to conditions cultivated by the principal and the community school coor…
Building Bridges and Creating Pathways: A Mixed Methods Study of Community-engaged Learning in Foreign Language Pedagogy
Detailing the integration of Spanish language teaching in an authentic setting, this article contributes to empirical research on the positive value of community-engaged learning in foreign language pedagogy. Reading to Play, Playing to Read is an innovative model for community-engaged teaching that combines learning goals from upper-level language and literature courses with the objectives of a non-profit organization serving the Latino communit…
Sociology (7 works) · Pedagogy (5 works) · Critical Race Theory in Education (4 works) · Psychology (4 works) · Social science (4 works) · Anthropology (3 works) · Gender Studies (3 works) · Linguistics (3 works) · Political science (3 works) · Qualitative research (3 works)