Nancy Acevedo‐gil
Biographic Data
| ID | 4879886 |
|---|---|
| NAME | Nancy Acevedo‐gil |
| GIVEN NAMES | Nancy |
| FAMILY NAME | Acevedo‐gil |
| SIGNATURE | GIL N A |
| AFFILIATIONS | California State University, San Bernardino |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
New Juan Crow Education as a Context for Institutional Microaggressions
Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with e…
Toward a Critical Race Nepantlera Methodology
Given the inequitable opportunities and marginalizing experiences for undocumented Students of Color, this manuscript builds on the work of previous Scholars of Color to challenge the traditional roles of researchers during the data collection process. Guided by critical race theory, nepantleras, and Chicana feminist epistemology, the article proposes a critical race nepantlera methodology (CRNM). CRNM entails a reflexive and reciprocal approach …
Mentoring among Latina/o Scholars
This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual activism as a framework to examine the mentoring relationships fostered among program participants. Data derived from interviews with 19 program alumni and document analysis. Findings revealed that the selection of graduate scholars entailed screening …
College-going facultad
This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-conocimiento framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual i…
College- conocimiento
This paper builds upon Perna’s college choice model by integrating Anzaldúa’s theory of conocimiento to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-conocimiento as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion tha…
The New Juan Crow in Education
This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o stud…
Women Who Stay Behind
Women Who Stay Behind: Pedagogies of Survival in Rural Transmigrant Mexico." Journal of Latinos and Education, 16(3), pp. 270–271
Latinas/os in Community College Developmental Education
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
A Report Card on Latina/o Leadership in California’s Public Universities
The article examines the status of leadership in two California public higher education systems: California State University (CSU) and the University of California (UC) from 2001 to 2009. Findings reveal that the representation of Latina/o faculty and administrators does not reflect the density in the Latina/o undergraduate student and general population. The level of success in hiring faculty and administrators within the two California public h…
College- conocimiento
This paper builds upon Perna’s college choice model by integrating Anzaldúa’s theory of conocimiento to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-conocimiento as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion tha…
Latinas/os in Community College Developmental Education
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
New Juan Crow Education as a Context for Institutional Microaggressions
Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with e…
Toward a Critical Race Nepantlera Methodology
Given the inequitable opportunities and marginalizing experiences for undocumented Students of Color, this manuscript builds on the work of previous Scholars of Color to challenge the traditional roles of researchers during the data collection process. Guided by critical race theory, nepantleras, and Chicana feminist epistemology, the article proposes a critical race nepantlera methodology (CRNM). CRNM entails a reflexive and reciprocal approach …
College-going facultad
This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-conocimiento framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual i…
The New Juan Crow in Education
This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o stud…
A Report Card on Latina/o Leadership in California’s Public Universities
The article examines the status of leadership in two California public higher education systems: California State University (CSU) and the University of California (UC) from 2001 to 2009. Findings reveal that the representation of Latina/o faculty and administrators does not reflect the density in the Latina/o undergraduate student and general population. The level of success in hiring faculty and administrators within the two California public h…
Mentoring among Latina/o Scholars
This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual activism as a framework to examine the mentoring relationships fostered among program participants. Data derived from interviews with 19 program alumni and document analysis. Findings revealed that the selection of graduate scholars entailed screening …
Women Who Stay Behind
Women Who Stay Behind: Pedagogies of Survival in Rural Transmigrant Mexico." Journal of Latinos and Education, 16(3), pp. 270–271
A Report Card on Latina/o Leadership in California’s Public Universities
The article examines the status of leadership in two California public higher education systems: California State University (CSU) and the University of California (UC) from 2001 to 2009. Findings reveal that the representation of Latina/o faculty and administrators does not reflect the density in the Latina/o undergraduate student and general population. The level of success in hiring faculty and administrators within the two California public h…
Latinas/os in Community College Developmental Education
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race va…
The New Juan Crow in Education
This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o stud…
Women Who Stay Behind
Women Who Stay Behind: Pedagogies of Survival in Rural Transmigrant Mexico." Journal of Latinos and Education, 16(3), pp. 270–271
College-going facultad
This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-conocimiento framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual i…
College- conocimiento
This paper builds upon Perna’s college choice model by integrating Anzaldúa’s theory of conocimiento to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-conocimiento as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion tha…
Mentoring among Latina/o Scholars
This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual activism as a framework to examine the mentoring relationships fostered among program participants. Data derived from interviews with 19 program alumni and document analysis. Findings revealed that the selection of graduate scholars entailed screening …
Toward a Critical Race Nepantlera Methodology
Given the inequitable opportunities and marginalizing experiences for undocumented Students of Color, this manuscript builds on the work of previous Scholars of Color to challenge the traditional roles of researchers during the data collection process. Guided by critical race theory, nepantleras, and Chicana feminist epistemology, the article proposes a critical race nepantlera methodology (CRNM). CRNM entails a reflexive and reciprocal approach …
New Juan Crow Education as a Context for Institutional Microaggressions
Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with e…
Sociology (9 works) · Pedagogy (7 works) · Political science (7 works) · Higher Education Research Studies (6 works) · Critical Race Theory in Education (5 works) · Higher education (5 works) · Psychology (5 works) · Gender Studies (4 works) · Gender Studies (4 works) · Social science (4 works)