Papers by Constanza Cabello
Routledge eBooks, Jun 21, 2023
Routledge eBooks, Aug 21, 2017
ProQuest LLC eBooks, 2018
The purpose of this narrative study was to understand Latinx/a/o higher education administrators'... more The purpose of this narrative study was to understand Latinx/a/o higher education administrators' stories encountering and responding to racial bias incidents. Central to this investigation was the understanding of how racial identity and life experiences framed how they negotiated these incidents in their professional contexts. The main research question was: What are the stories of Latinx/a/o higher education administrators' experiences encountering and/or responding to racial bias incidents at PWIs in New England? The subquestion was: What role do racial identity and life experiences play in Latinx/a/o administrators' narratives about encountering and/or responding to racial bias incidents? Semi-structured interviews were conducted with four Latinx/a/o administrators at predominantly White institutions (PWIs) in the New England region of the United States. The study used a narrative research design and critical race theory as the central theoretical framework. Findings covered four narrative topics: (a) experiences as a Latinx/a/o student and professional, (b) encountering and responding to racial bias incidents, (c) resources and institutional factors that aid in investment to the work of responding to racial bias incidents, and (d) moving forward in the profession. This study began to fill this gap in the scholarship as it illuminated how Latinx/a/o higher education administrators' experiences confirm, expand, and complicate the current literature about race and racism in higher education and the impact on Latinx/a/o student experiences and Latinx/a/o faculty experiences. Implications for higher education practice included seeking mentorship, identifying White allies, fostering sense of belonging, enhancing institutional response to racial bias incidents, and deconstructing White cultural norms at PWIs.
ProQuest LLC eBooks, 2018
Voicing Diverse Teaching Experiences, Approaches, and Perspectives in Higher Education
This chapter focuses on the experiences of two Latina, first generation immigrant doctoras who de... more This chapter focuses on the experiences of two Latina, first generation immigrant doctoras who developed and taught an inaugural Introduction to Critical Race Theory (CRT) course at a predominantly white institution in the Northeast. The authors discuss their salient identities that served as a catalyst to reimagine a teaching collaboration. Drawing from their cultural values, the authors comment on how they worked together during a contentious year to teach a course that affirmed the stories of people of color and immigrants. The authors share how the implementation, pedagogical perspectives, and goals for the course were informed by CRT in different ways, specifically relying on counterstorytelling as an approach to challenge dominant narratives and using the classroom as a counterspace for students of color. The chapter proposes two emerging dynamics the authors believe can assist in continuing to innovate teaching: first, reimagining diversity in the curriculum and second, forgi...
The purpose of this narrative study was to understand Latinx/a/o higher education administrators'... more The purpose of this narrative study was to understand Latinx/a/o higher education administrators' stories encountering and responding to racial bias incidents. Central to this investigation was the understanding of how racial identity and life experiences framed how they negotiated these incidents in their professional contexts. The main research question was: What are the stories of Latinx/a/o higher education administrators' experiences encountering and/or responding to racial bias incidents at PWIs in New England? The subquestion was: What role do racial identity and life experiences play in Latinx/a/o administrators' narratives about encountering and/or responding to racial bias incidents? Semi-structured interviews were conducted with four Latinx/a/o administrators at predominantly White institutions (PWIs) in the New England region of the United States. The study used a narrative research design and critical race theory as the central theoretical framework. Findings covered four narrative topics: (a) experiences as a Latinx/a/o student and professional, (b) encountering and responding to racial bias incidents, (c) resources and institutional factors that aid in investment to the work of responding to racial bias incidents, and (d) moving forward in the profession. This study began to fill this gap in the scholarship as it illuminated how Latinx/a/o higher education administrators' experiences confirm, expand, and complicate the current literature about race and racism in higher education and the impact on Latinx/a/o student experiences and Latinx/a/o faculty experiences. Implications for higher education practice included seeking mentorship, identifying White allies, fostering sense of belonging, enhancing institutional response to racial bias incidents, and deconstructing White cultural norms at PWIs.
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Papers by Constanza Cabello