Nichole M Garcia
Biographic Data
| ID | 5180930 |
|---|---|
| NAME | Nichole M Garcia |
| GIVEN NAMES | Nichole M |
| FAMILY NAME | Garcia |
| SIGNATURE | GARCIA N M |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0002-8356-2564 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 110 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Funds of Knowledge
Against the grain
Grief (Work) Is Heart (Work)
This article centers around my work as a critical race feminista; an academic experiencing consistent attacks on the scholarship I produce while also being a tía (aunt), an active griever, and a godmother to my eldest nephew, Solano Garcia. This is the first time that my nephew and I will have shared our most private papelitos guardados (intimate guarded papers). In this article, we respond to the paucity of Black, Indigenous, and People of Color…
Racial Micro-Affirmations
Through analysis of semi-structured interviews of 30 Latinx college students, we examined how Latinx students experience belonging, acceptance, and affirmations at a Hispanic-Serving Research Institution (HSRI) in California. Drawing from the theoretical perspectives of racial micro-affirmations, we uncovered two major themes: the importance of close friendships and the impact that ethnic studies courses have on ethnoracial identity development. …
Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education
In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research …
Shelter from the Storm
Background/Context: Our study takes an asset-based approach to examine the experiences of Puerto Rican undergraduates and the consequences of cascading disasters (e.g., hurricanes, earthquakes, COVID-19). Puerto Rican undergraduates were prone to vulnerability during cascading disasters because they lacked emergency supplies (e.g., flashlights), effective communication pre- and postdisaster (e.g., texts), and/or knowledge of disaster-related proc…
Advancing QuantCrit to Rethink the School-to-Prison Pipeline for Latinx and Black Youth
Latinx and Black youth are pushed out of school at a higher than average rate of 7.7% and 5.5%, respectively, compared to 4.1% of White youth. By “pushed out” we are referring to students who are labeled as “drop outs.” This language shift is important, as, “dropout” implies a choice made by students to leave school while “pushout” accounts for the various forces that lead to students leaving school. One factor that contributes to this alarming s…
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
You Were Going to Go to College”
Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations …
Al esconder , hide and seek
Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and re…
Pa’lante, siempre pa’lante
Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Ch…
What would your ideal graduate mentoring program look like
This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students’ persistence at a research university. Major themes include graduate stude…
The threat of unexamined secondary data
This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this article is to examine the quantitative component of the mixed methods to interrogate ‘objective’ and …
QuantCrit
Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through ‘QuantCrit.’ We ask the question: Can quantit…
A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution
Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college complet…
QuantCrit
Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through ‘QuantCrit.’ We ask the question: Can quantit…
The threat of unexamined secondary data
This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this article is to examine the quantitative component of the mixed methods to interrogate ‘objective’ and …
You Were Going to Go to College”
Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations …
A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution
Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college complet…
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
Pa’lante, siempre pa’lante
Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Ch…
What would your ideal graduate mentoring program look like
This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students’ persistence at a research university. Major themes include graduate stude…
A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution
Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college complet…
The threat of unexamined secondary data
This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this article is to examine the quantitative component of the mixed methods to interrogate ‘objective’ and …
QuantCrit
Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through ‘QuantCrit.’ We ask the question: Can quantit…
What would your ideal graduate mentoring program look like
This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students’ persistence at a research university. Major themes include graduate stude…
Al esconder , hide and seek
Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and re…
Pa’lante, siempre pa’lante
Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Ch…
You Were Going to Go to College”
Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations …
Remembering and Revisiting Pedagogies of the Home
Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings sugg…
Advancing QuantCrit to Rethink the School-to-Prison Pipeline for Latinx and Black Youth
Latinx and Black youth are pushed out of school at a higher than average rate of 7.7% and 5.5%, respectively, compared to 4.1% of White youth. By “pushed out” we are referring to students who are labeled as “drop outs.” This language shift is important, as, “dropout” implies a choice made by students to leave school while “pushout” accounts for the various forces that lead to students leaving school. One factor that contributes to this alarming s…
Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education
In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research …
Shelter from the Storm
Background/Context: Our study takes an asset-based approach to examine the experiences of Puerto Rican undergraduates and the consequences of cascading disasters (e.g., hurricanes, earthquakes, COVID-19). Puerto Rican undergraduates were prone to vulnerability during cascading disasters because they lacked emergency supplies (e.g., flashlights), effective communication pre- and postdisaster (e.g., texts), and/or knowledge of disaster-related proc…
Grief (Work) Is Heart (Work)
This article centers around my work as a critical race feminista; an academic experiencing consistent attacks on the scholarship I produce while also being a tía (aunt), an active griever, and a godmother to my eldest nephew, Solano Garcia. This is the first time that my nephew and I will have shared our most private papelitos guardados (intimate guarded papers). In this article, we respond to the paucity of Black, Indigenous, and People of Color…
Racial Micro-Affirmations
Through analysis of semi-structured interviews of 30 Latinx college students, we examined how Latinx students experience belonging, acceptance, and affirmations at a Hispanic-Serving Research Institution (HSRI) in California. Drawing from the theoretical perspectives of racial micro-affirmations, we uncovered two major themes: the importance of close friendships and the impact that ethnic studies courses have on ethnoracial identity development. …
Funds of Knowledge
Against the grain
Sociology (13 works) · Critical Race Theory in Education (11 works) · Gender Studies (10 works) · Psychology (10 works) · Higher Education Research Studies (9 works) · Political science (9 works) · Pedagogy (8 works) · Gender Studies (7 works) · Social science (5 works) · Higher education (4 works)