Erin Rose Ellison
Biographic Data
| ID | 4624758 |
|---|---|
| NAME | Erin Rose Ellison |
| GIVEN NAMES | Erin Rose |
| FAMILY NAME | Ellison |
| SIGNATURE | ELLISON E R |
| AFFILIATIONS | Psychology Department California State University, Sacramento Sacramento California USA |
| ORCID | 0000-0001-7240-3130 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Critical realism methodology as a guiding framework for interdisciplinary theory enrichment: Reflections on a study of empowerment
Philosophy of science and ontological assumptions underpin our work as scholars, explicitly, or implicitly. In this paper, we develop empowerment theory with a critical realism (CR) lens. Through the example of a study of empowerment, we examine how can it be used as a guiding paradigm for research in community psychology (CP). We sought to increase theoretical rigor by using a CR approach to interdisciplinarity. We put empowerment into conversat…
Embodied relational praxis in intersectional organizing: Developing intersectional solidarity
This qualitative study examines the development of intersectional solidarity among organizers of an academic workers’ union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive…
Sensitive Topics, Missing Data, and Refusal in Social Network Studies: An Ethical Examination
We describe our ethics‐driven process of addressing missing data within a social network study about accountability for racism, classism, sexism, heterosexism, cis‐sexism, ableism, and other forms of oppression among social justice union organizers. During data collection, some would‐be participants did not return emails and others explicitly refused to engage in the research. All refusals came from women of color. We faced an ethical dilemma: Sh…
Collaboration across difference: A joint autoethnographic examination of power and whiteness in the higher education anti-cuts movement
We outline structures of whiteness and analyze how forms of dominance embedded and enacted in higher education structures have been made salient, through a self-reflexive account of the authors’ anti-cuts organizing. The authors implicate themselves, reflexively incorporating positions as a white, female, working class-raised doctoral student and a white, female, working class-raised professor situated in the cultures of California, University of…
Examining Relational Empowerment for Elementary School Students in a yPAR Program
This paper joins relational empowerment, youth empowerment, and Bridging Multiple Worlds frameworks to examine forms of relational empowerment for children in two intermediary institutions—school and a youth participatory action research after‐school program (yPAR ASP). Participants were twelve children, most of whom were Latina/o and from im/migrant families, enrolled in a yPAR ASP for 2 years. A mixed‐method approach was utilized; we analyzed c…
How we Became the Schmams: Conceptualizations of Fairness in the Decision‐Making Process for Latina/O Children
The current study examines 16 Latina/o fifth grade children's desires for a decision-making structure within a youth participatory action research (yPAR) program. When given the choices of consensus, majority rule, authoritarian rule, delegation, and random choice models, children chose random choice. Procedural, distributive and emotional justice were heavily weighted in their reasoning around fairness and decision making. Many thought random ch…
Examining Relational Empowerment for Elementary School Students in a yPAR Program
This paper joins relational empowerment, youth empowerment, and Bridging Multiple Worlds frameworks to examine forms of relational empowerment for children in two intermediary institutions—school and a youth participatory action research after‐school program (yPAR ASP). Participants were twelve children, most of whom were Latina/o and from im/migrant families, enrolled in a yPAR ASP for 2 years. A mixed‐method approach was utilized; we analyzed c…
Embodied relational praxis in intersectional organizing: Developing intersectional solidarity
This qualitative study examines the development of intersectional solidarity among organizers of an academic workers’ union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive…
Collaboration across difference: A joint autoethnographic examination of power and whiteness in the higher education anti-cuts movement
We outline structures of whiteness and analyze how forms of dominance embedded and enacted in higher education structures have been made salient, through a self-reflexive account of the authors’ anti-cuts organizing. The authors implicate themselves, reflexively incorporating positions as a white, female, working class-raised doctoral student and a white, female, working class-raised professor situated in the cultures of California, University of…
Sensitive Topics, Missing Data, and Refusal in Social Network Studies: An Ethical Examination
We describe our ethics‐driven process of addressing missing data within a social network study about accountability for racism, classism, sexism, heterosexism, cis‐sexism, ableism, and other forms of oppression among social justice union organizers. During data collection, some would‐be participants did not return emails and others explicitly refused to engage in the research. All refusals came from women of color. We faced an ethical dilemma: Sh…
How we Became the Schmams: Conceptualizations of Fairness in the Decision‐Making Process for Latina/O Children
The current study examines 16 Latina/o fifth grade children's desires for a decision-making structure within a youth participatory action research (yPAR) program. When given the choices of consensus, majority rule, authoritarian rule, delegation, and random choice models, children chose random choice. Procedural, distributive and emotional justice were heavily weighted in their reasoning around fairness and decision making. Many thought random ch…
Critical realism methodology as a guiding framework for interdisciplinary theory enrichment: Reflections on a study of empowerment
Philosophy of science and ontological assumptions underpin our work as scholars, explicitly, or implicitly. In this paper, we develop empowerment theory with a critical realism (CR) lens. Through the example of a study of empowerment, we examine how can it be used as a guiding paradigm for research in community psychology (CP). We sought to increase theoretical rigor by using a CR approach to interdisciplinarity. We put empowerment into conversat…
How we Became the Schmams: Conceptualizations of Fairness in the Decision‐Making Process for Latina/O Children
The current study examines 16 Latina/o fifth grade children's desires for a decision-making structure within a youth participatory action research (yPAR) program. When given the choices of consensus, majority rule, authoritarian rule, delegation, and random choice models, children chose random choice. Procedural, distributive and emotional justice were heavily weighted in their reasoning around fairness and decision making. Many thought random ch…
Examining Relational Empowerment for Elementary School Students in a yPAR Program
This paper joins relational empowerment, youth empowerment, and Bridging Multiple Worlds frameworks to examine forms of relational empowerment for children in two intermediary institutions—school and a youth participatory action research after‐school program (yPAR ASP). Participants were twelve children, most of whom were Latina/o and from im/migrant families, enrolled in a yPAR ASP for 2 years. A mixed‐method approach was utilized; we analyzed c…
Collaboration across difference: A joint autoethnographic examination of power and whiteness in the higher education anti-cuts movement
We outline structures of whiteness and analyze how forms of dominance embedded and enacted in higher education structures have been made salient, through a self-reflexive account of the authors’ anti-cuts organizing. The authors implicate themselves, reflexively incorporating positions as a white, female, working class-raised doctoral student and a white, female, working class-raised professor situated in the cultures of California, University of…
Sensitive Topics, Missing Data, and Refusal in Social Network Studies: An Ethical Examination
We describe our ethics‐driven process of addressing missing data within a social network study about accountability for racism, classism, sexism, heterosexism, cis‐sexism, ableism, and other forms of oppression among social justice union organizers. During data collection, some would‐be participants did not return emails and others explicitly refused to engage in the research. All refusals came from women of color. We faced an ethical dilemma: Sh…
Embodied relational praxis in intersectional organizing: Developing intersectional solidarity
This qualitative study examines the development of intersectional solidarity among organizers of an academic workers’ union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive…
Critical realism methodology as a guiding framework for interdisciplinary theory enrichment: Reflections on a study of empowerment
Philosophy of science and ontological assumptions underpin our work as scholars, explicitly, or implicitly. In this paper, we develop empowerment theory with a critical realism (CR) lens. Through the example of a study of empowerment, we examine how can it be used as a guiding paradigm for research in community psychology (CP). We sought to increase theoretical rigor by using a CR approach to interdisciplinarity. We put empowerment into conversat…
Political science (6 works) · Psychology (5 works) · Sociology (5 works) · Community Health and Development (4 works) · Law (4 works) · Social Psychology (4 works) · Gender Studies (3 works) · Racism (3 works) · Empowerment (2 works) · Gender Studies (2 works)