Rosalie Rolón‐dow
Biographic Data
| ID | 96544 |
|---|---|
| NAME | Rosalie Rolón‐dow |
| GIVEN NAMES | Rosalie |
| FAMILY NAME | Rolón‐dow |
| SIGNATURE | DOW R R |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-1735-0563 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Racialized Emotions as Maps and Compasses for Students of Color Navigating a Predominantly White University
Students of color in predominantly White institutions (PWI's) encounter racial microaggressions, the often subtle, but powerful, offensive experiences that are steeped in racism and occur in the course of everyday life. They also experience racial microaffirmations—moments where their racial identities or racialized realities are affirmed, validated, supported, or protected. We employ sociologist Bonilla-Silva's concept of racialized emotions to …
At the Root of Their Stories
In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in) visibility, intellect or academic contributions, and curriculum relevant to students’ racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes ac…
Theorizing racial microaffirmations
This article theorizes the concept of racial microaffirmations and illustrates different microaffirmation types. We report findings from a study that employed narrative interviews to solicit stories from racially minoritized students at a predominantly white university. Participants included 16 graduate students and 18 undergraduate students who identified as African-American, Latinx or mixed race. Students shared microaffirmations that they expe…
Racial literacy theory into practice
This article reports on a research and teaching project that brought the theory of racial literacy into practice in teacher education. Three teacher educators collaborated to develop and implement racial literacy curriculum in their courses and to analyze the responses of teacher candidates. Through qualitative analysis of course assignments and interviews, the article explores how teacher candidates noticed and engaged with racialized dynamics i…
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own raci…
Race(ing) stories
This article investigates the use of digital storytelling as a medium for exploring the significance of race in the educational experiences of youth. A critical race theory (CRT) framework is utilized because CRT places race at the center of social analysis and values the everyday experiences of people of color. The author focuses on two US high school students who created digital stories and shows how the students grappled with the ways race sha…
Taking a Diasporic Stance
This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic mobility. The analysis demonstrates how diaspora stances are produced by the women as they foster Pu…
Critical Care
In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded…
Seduced by Images
Based on a two-year ethnographic study at an urban middle school, this article describes the power that images created by and about Puerto Rican girls hold in shaping their schooling experiences. Using a black, critical, feminist framework, I show how dichotomizing the sexuality of Puerto Rican females against their intellectual development obscures the complex ways that identities are co-constructed and then affirmed, appropriated, or resisted w…
Urban Girls
Urban Girls: Resisting Stereotypes, Creating Identities. Bonnie J. Ross Leadbeater and Niobe Way, eds. New York: New York University Press, 1996. 409 pp
Critical Care
In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded…
Seduced by Images
Based on a two-year ethnographic study at an urban middle school, this article describes the power that images created by and about Puerto Rican girls hold in shaping their schooling experiences. Using a black, critical, feminist framework, I show how dichotomizing the sexuality of Puerto Rican females against their intellectual development obscures the complex ways that identities are co-constructed and then affirmed, appropriated, or resisted w…
Race(ing) stories
This article investigates the use of digital storytelling as a medium for exploring the significance of race in the educational experiences of youth. A critical race theory (CRT) framework is utilized because CRT places race at the center of social analysis and values the everyday experiences of people of color. The author focuses on two US high school students who created digital stories and shows how the students grappled with the ways race sha…
Theorizing racial microaffirmations
This article theorizes the concept of racial microaffirmations and illustrates different microaffirmation types. We report findings from a study that employed narrative interviews to solicit stories from racially minoritized students at a predominantly white university. Participants included 16 graduate students and 18 undergraduate students who identified as African-American, Latinx or mixed race. Students shared microaffirmations that they expe…
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own raci…
Taking a Diasporic Stance
This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic mobility. The analysis demonstrates how diaspora stances are produced by the women as they foster Pu…
Urban Girls
Urban Girls: Resisting Stereotypes, Creating Identities. Bonnie J. Ross Leadbeater and Niobe Way, eds. New York: New York University Press, 1996. 409 pp
Seduced by Images
Based on a two-year ethnographic study at an urban middle school, this article describes the power that images created by and about Puerto Rican girls hold in shaping their schooling experiences. Using a black, critical, feminist framework, I show how dichotomizing the sexuality of Puerto Rican females against their intellectual development obscures the complex ways that identities are co-constructed and then affirmed, appropriated, or resisted w…
Critical Care
In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded…
Taking a Diasporic Stance
This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic mobility. The analysis demonstrates how diaspora stances are produced by the women as they foster Pu…
Race(ing) stories
This article investigates the use of digital storytelling as a medium for exploring the significance of race in the educational experiences of youth. A critical race theory (CRT) framework is utilized because CRT places race at the center of social analysis and values the everyday experiences of people of color. The author focuses on two US high school students who created digital stories and shows how the students grappled with the ways race sha…
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own raci…
Theorizing racial microaffirmations
This article theorizes the concept of racial microaffirmations and illustrates different microaffirmation types. We report findings from a study that employed narrative interviews to solicit stories from racially minoritized students at a predominantly white university. Participants included 16 graduate students and 18 undergraduate students who identified as African-American, Latinx or mixed race. Students shared microaffirmations that they expe…
Racial literacy theory into practice
This article reports on a research and teaching project that brought the theory of racial literacy into practice in teacher education. Three teacher educators collaborated to develop and implement racial literacy curriculum in their courses and to analyze the responses of teacher candidates. Through qualitative analysis of course assignments and interviews, the article explores how teacher candidates noticed and engaged with racialized dynamics i…
At the Root of Their Stories
In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in) visibility, intellect or academic contributions, and curriculum relevant to students’ racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes ac…
Racialized Emotions as Maps and Compasses for Students of Color Navigating a Predominantly White University
Students of color in predominantly White institutions (PWI's) encounter racial microaggressions, the often subtle, but powerful, offensive experiences that are steeped in racism and occur in the course of everyday life. They also experience racial microaffirmations—moments where their racial identities or racialized realities are affirmed, validated, supported, or protected. We employ sociologist Bonilla-Silva's concept of racialized emotions to …
Sociology (10 works) · Gender Studies (9 works) · Critical Race Theory in Education (8 works) · Gender Studies (6 works) · Race (biology (6 works) · Pedagogy (5 works) · Political science (5 works) · Critical race theory (4 works) · Psychology (4 works) · Anthropology (3 works)