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This qualitative study examines Latina/o/x parents' perceptions and involvement in the pre-college process from the South Texas border region. Researchers have expressed student success and the likelihood of students pursuing postsecondary education is dependent on the level of parent involvement. As student demographics and enrollment rates continue to shift in education, parent involvement has received attention from policymakers, practitioners, and researchers as a discussion topic to advance educational outcomes for students of color, specifically for Latina/o/x students. Although existing literature on parent involvement is not new, Latina/o/x parents' experiences and contribution to their student's success have been absent from the literature. In which has constructed a deficit perspective in which places the responsibility on Latina/o/x parents for their student's success. This paper aims to examine how Latina/o/x parents are involved and contribute to their student's success to identify how school settings can leverage and include parents in collective efforts that support students. [ABSTRACT FROM AUTHOR]

In this paper, we, a collective of wāhine ʻŌiwi (Native Hawaiian women), reflect on how we may hoʻokō (fulfill) our kuleana lāhui (nation-building responsibilities) through our positions in the academy. While doing this work has always already been tenuous given the occupied state of ka Lāhui Hawaiʻi (the Hawaiian nation), this tenuousness and the stakes of this work are perhaps even higher within the current political climate of the United States. Through dialogue, we consider the ways that we have striven to kūʻē (resist, stand up) through our research, teaching, and service and express our hopes for the students and broader community we hope to serve. [ABSTRACT FROM AUTHOR]

The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a ‘halfie’ researcher’s negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how identities are reconfigured within transnational spaces, the paper analyzes the intricacies of negotiating legitimacy and reciprocity with participants. Although the literature on reflexivity asks researchers to be ‘open’ about their identities, the author explores how one can be open yet also be complicit in the research process. The article proposes that (halfie) researchers be accountable for their contradictory identities in transnational sites and recognize the sociocultural contexts in which they do fieldwork. [ABSTRACT FROM AUTHOR]

At the location of alter‐native researcher in US higher education, the author interweaves two Korean women’s transnational narratives that intersect with her autobiographical route. Through this re‐narrativization, the paper discusses the material and ideological specificities that place each individual differently in engagements with various institutions yet simultaneously constitute them/us as Korean women in US higher education. The purpose is to enunciate these particular transnational existences that map out the unequal connections of seemingly distant geographies, histories and educations between Korea and the US. In doing so, the paper highlights how these women ambivalently appropriate and subvert their gendered, racialized and nationalized locations in order to free themselves and to rework the worlds in which they/we are living. By enacting this specific re‐narrativization, this paper argues for the proliferation of testimonies from and of particular history and geography as a way to decolonize global/local knowledge regimes. [ABSTRACT FROM AUTHOR]

In this paper, I conduct a critical discourse analysis of the Morehouse College Appropriate Attire Policy and discuss how issues of race, gender, and sexuality converge to reveal both overt and hidden meanings embedded in the policy. I also consider how power is used towards “other” black college men who neither fit neatly into prescribed gender norms, nor foster representations of “good” black men. I situate this critical policy analysis in the context of two ideas: bipolar masculinity and the politics of respectability, and offer implications for the use of intersectional frames in scholarship and research on men and institutional policies. [ABSTRACT FROM PUBLISHER]

In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion. [ABSTRACT FROM PUBLISHER]

Native students experience prejudice at the university in a fashion that is unique and apart from the experiences of all other ethnic minorities. Because the reality of Indian students is not understood, they are heedlessly placed in with other ethnic minority students in discussions about policy. But if the stories of these students could be heard and understood, and if the local political context of their encounter with higher education could be shown, it would unmask a number of presuppositions about ethnicity and education. This paper brings forth some stories about a tribal community, a regional university, and their recent history of cultural power relations. It shows how Indian students experience Identity and Ideology in ways that are in conflict with the dominant society. The way stories can unmask the historic hidden dimensions of local power in educational institutions is shown. [ABSTRACT FROM AUTHOR]