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UN254/SC240/BK248 Community Research Seminar
Fall 2012, Higgins 280
Tuesdays and Thursdays 10:30-11:45 a.m.
Prof. Deborah Piatelli
McGuinn 425
millerdp@bc.edu
Office hours: Tuesdays and Thursdays 4:30-6:00 p.m.
Dr. Inés Maturana Sendoya
Thea Bowman AHANA Center, 72 College Road
maturain@bc.edu
Jeanette Plascencia, Graduate Assistant
Thea Bowman AHANA Center, 72 College Road
Jeanette.plascencia@bc.edu
Description of Seminar
The Community Research Program is a two-semester seminar that offers leadership, research,
and public social policy training for students interested in working with AHANA communities in
Massachusetts. In the Fall 3-credit seminar, students will spend time observing work within a
community organization, and begin to design a research proposal for the Spring semester
research project. In the Spring, students will register for a 3-credit independent study with a
faculty advisor, conduct their research project, and attend the 1-credit community research
seminar once a week (same time on Thursdays). Students also will have the opportunity to
present their research findings in a public forum at a date to be determined.
During the Fall semester, we will discuss the paradigm of ‘community-based’ research, the role
of the literature review in defining a research question, different research methods and
methodologies, as well as the considerations a researcher must make when ‘inviting themselves’
into the lives of the research participants. We will discuss issues such as informed consent,
confidentiality, and the importance of establishing trust and rapport in producing ethical, valid
research. Also, we will delve into the faculty-student relationship and explore the practical issues
of time management.
In order to foster greater focus about one’s research question, the seminar will also include a
Lecture Series where academic researchers and community professionals will come and discuss
their current work and experiences on issues related to the three research-interest communities.
Course Objectives for Fall Semester
* Gain an understanding of the uniqueness of community-based research in comparison
to other forms of research
* Build upon your knowledge of the issues affecting communities of color and those
organizations working for social change
* Acquire field observation, interviewing, analytic reading and writing skills
* Learn the important components in designing a research proposal and conducting a
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study to include how to conduct a thorough literature review
* Develop an understanding of the various methodological tools available to
researchers and be able to decide what methods are appropriate for particular research
questions
* Become critical consumers and producers of knowledge
Seminar Requirements for Fall Semester
Class Attendance and Participation (15% of your grade)
Much of the learning will take place in the classroom through participation in class discussions.
It is expected that you will come to class prepared to discuss the readings, assignments and/or
develop questions for the speakers. Hence, absences and lateness will be noted as this has an
effect on group participation and learning. Additionally, you are to meet individually with your
graduate assistant (GA) on a regular basis to discuss your progress with your work and
reflections on the seminar. You will also schedule a meeting with Prof. Piatelli mid-semester to
discuss your research project and progress in securing a faculty advisor for Spring semester.
Lastly, you will be asked to present your final paper at the end of the semester, attend all
presentations, and provide constructive feedback for your classmates on their work.
Reflection Papers (20% of your grade)
DUE: One week after date of speaker
Over the course of the semester, short informal written assignments on the readings and speakers
will be required. For these papers, you should compose a narrative of a maximum of three double
spaced pages that use the questions below as a guide in discussing your reactions to the ideas
presented by the speakers, readings, and the subsequent class discussion. It is recommended that
you discuss your reflections on the speaker with your GA prior to writing your paper.
While this paper can be informal writing, please pay attention to spelling and grammar. The
writing should be clear in that the reader can comprehend what you are communicating. Points
will be deducted if it is evident that the paper has not been proofread or if spelling and grammar
problems persist over the course of writing the reflection papers. These papers should NOT be a
summary of a discussion or reading, but rather a critical reflection on the issues discussed. Each
paper will be evaluated by your GA and your grade will be based on the paper’s thoughtfulness,
insight, and engagement with the discussion/material.
*How have the speakers/readings influenced your point of view on a particular issue/topic? Were
there any assumptions you may have about the root causes of the issue affirmed/challenged? Was
there something specific in the reading or in the class session that was a key point for you?
*How did the speakers/readings influence your thinking about your own research project? If not
directly related to your topic, discuss how the session informed your thinking more generally
about your project (e.g., root causes of your proposed research problem; methodology;
similarities with your proposed sample’s experiences, etc.).
*Do any of these issues resonate with your own personal experiences and if so why/why not?
These papers will be graded by your GA. Please email your paper to your GA one week
after the speaker visits class.
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Field Experience (15% of your grade)
DUE: Thursday, October 25
You will conduct an interview with a member of an off-campus community organization or
research institution that works with some aspect of the AHANA community in the local area.
You will be asked to initiate contact early on in the semester. (Information on resources will be
provided by your GA during your one-on-one meetings.) During this visit, you will be asked to
gain insights into the organization’s purposes, activities, and goals, and reflect upon these in a
detailed field report. You will also assess the feasibility of conducting your second semester
research project at this field site. We will discuss how to conduct an interview during the
semester and a handout will be provided with further information. This paper will be graded by
Prof. Piatelli. Please email this paper to Prof. Piatelli before class time on the date due.
Literature Review and Methodological Plan (Draft IRB application) (50% of your grade)
FINAL DUE: Thurs., Dec. 6
Your primary focus this semester is to identify a researchable question for your Spring semester
research project. An important piece of this process is producing a comprehensive literature
review that frames your research question and lays the foundation for developing your
methodology for your research study. The final paper is due in the last class, Thursday,
December 6th. Below are several checkpoint ungraded assignments to assist you in completing a
quality piece of work. A handout will be provided for each of these assignments well in
advance with guidelines.
*Choose a topic of interest
*Complete initial literature search
*Expanded Literature Search (at least 3 sources)
*Submit a draft of your literature review and
methodological plan*
DUE: Thurs., Sep. 27
DUE: Tues., Oct. 9
DUE: Thurs., Nov. 1
DUE: Thurs., Nov. 15
*The draft methodological plan will be transferred into the IRB application for submission with
the final paper.
Late work. In order to prepare you for Spring semester, it is imperative that you submit your
work on time. If you have extenuating circumstances that will prevent you from doing so, you
must come see Prof. Piatelli BEFORE the due date to discuss a possible extension; otherwise you
will lose 5 points each day the assignment is late. This applies to reflection papers as well.
A note on academic integrity
Sharing of information and ideas are encouraged. However, when working on individual
assignments, it is expected that you do your own work. In cases where you are required to use
published work, you must cite the work. If you plagiarize or cheat in some other form, you will
fail the assignment; repeated episodes will result in failure of the course. If there are any
questions on proper method of citing, please see me. For more information on Boston College’s
academic integrity policy, please visit:
www.bc.edu/offices/stserv/academic/resources/policy/#integrity.
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Seminar Schedule
Tuesday, September 4
Orientation to the seminar
Thursday, September 6
Community-based research paradigm and public policy
Required Reading:
*Strand, Kerry, et.al. (2003). “Origins and principles of community-based research.” Pp.
1-15 in Community-based research and higher education: Principles and
practices. San Francisco, CA: Jossey-Bass. LIBRARY RESERVE
*Strand, Kerry, et.al. (2003). “Why do community-based research.” Pp. 16-42 in
Community-based research and higher education: Principles and practices. San
Francisco, CA: Jossey-Bass. LIBRARY RESERVE
Tuesday, September 11
Policy Overview Panel
Required Readings:
*Gouvia, Lourdes. (2010). “The research-policy gap on Latino immigrant issues: Impacts
and new directions on social policy.” Journal of Social Issues. V66, 1:211-222.
LIBRARY RESERVE
*National Congress of American Indians. (2011). “Annual report toward a new era.”
BLACKBOARD
*National Council of Asian Pacific Americans. (2012). “Policy blueprint for action.”
BLACKBOARD
*Urban League of Eastern Massachusetts. (2011). “State of Black Boston:
Executive summary.” BLACKBOARD
Thursday, September 13
Social inequality and the intersection of race and class
Required Readings:
*Ramirez, A.Y. Fred. (2003). “Dismay and disappointment: Parental involvement of
Latino immigrant parents.” The Urban Review. V35, 2:93-110. LIBRARY
RESERVE
*Wilson, William Julius. (2009). “Structural and cultural forces that contribute to racial
inequality.” Pp. 1-24 in More than just race. New York: W.W. Norton &
Company. LIBRARY RESERVE
Tuesday, September 18
(continued)
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Thursday, September 20
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Tuesday, September 25
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Thursday, September 27
The research process and the literature review
Tentative Topic Due
Required Reading:
*O’Neill Library “Literature Review”. See weblink:
http://libguides.bc.edu/content.php?pid=1194
*White, Patrick. (2009). “What makes a research question?” Pp. 33-58 in Developing
research questions: A guide for social scientists. New York: Palgrave McMillan.
LIBRARY RESERVE
Tuesday, October 2
Overview of the library system with Research Librarian Brendan Rapple
Meet in O’Neill 307
Thursday, October 4
The methods of fieldwork and interviewing
Required Readings:
*Neuman, Lawrence Neuman. (2006). “Field research.” Pp. 383-402 in Social research
methods: Qualitative and quantitative approaches. Sixth edition. Boston, MA:
Allyn and Bacon. LIBRARY RESERVE
*Weiss, Robert S. (1994). “Interviewing.” Pp. 61-119 in The art and method of
qualitative interview studies. New York: Free Press. LIBRARY RESERVE
Tuesday, October 9
Initial Lit. Search Due
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Thursday, October 11
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Tuesday, October 16
Building the Literature Review
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Thursday, October 18
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
**Set up time to meet with Prof. Piatelli to discuss progress with final paper**
Tuesday, October 23
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Thursday, October 25
Ethics and the Institutional Review Board
Field Experience Report Due
Required Reading:
*Complete NIH Training Program online by October 27th and print out certificate for
files. (Approx. 1.5 hours) http://phrp.nihtraining.com/users/login.php
Tuesday, October 30
This will be a guest speaker class session. See end of syllabus for topics and readings that are
being scheduled.
Thursday, November 1
Expanded Lit. Review Due
Writing the literature review and developing a methodological design
Reading:
*Research Proposal: BLACKBOARD
Tuesday, November 6
Building your sample
Thursday, November 8
Choosing appropriate methods
Tuesday, November 13
Community-based research to policy discussion
Thursday, November 15
Presenting your proposed project
Draft Lit. Review Due
Tuesday, November 20
(continued)
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HAPPY THANKSGIVING
Tuesday, November 27
Research proposal presentation and peer review
Thursday, November 29
Research proposal presentation and peer review
Tuesday, December 4
Research proposal presentation and peer review
Thursday, December 6
Research proposal presentation and peer review
Final Lit. Review and IRB Due
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SPEAKERS IN PROGRESS OF BEING SCHEDULED
Immigration, Deportation, Human and Civil Rights
Readings: Choose one reading from below
*Arya, Neelum and Rolnick, Addie. (2009). “A tangled web of justice: American Indian
and Alaska Native youth in federal, state, and tribal justice systems.” Campaign
for Youth Justice Policy Brief. V5:1-25. BLACKBOARD
*Hagan, Jacqueline Maria, Nestor Rodriguez and Brianna Castro. (2011). “Social effects
of mass deportations by the U.S. government, 2000-10.” Ethnic and Racial
Studies. V35, 8:1374-1291. LIBRARY RESERVE
*Kang, Stephanie. (2012). “A rose by any other name: The chilling effect of ICE’s
Secure Communities Program.” Hastings Race & Poverty Law Journal. Winter:
83-108. LIBRARY RESERVE
*Tang, Shirley S. (2010) "Diasporic cultural citizenship: Negotiate and create places and
identities in their refugee migration and deportation experiences." Trotter Review.
V19, 1, article 4:1-21. BLACKBOARD
Cultural Competency and Mental Health
Readings: Choose one reading from below
*Garcia, Carolyn and Sandi Lindgren. (2009). “Life grows between rocks: Latino
adolescents’ and parents’ perspectives on mental health stressors.” Research in
Nursing and Health. V32: 148-162. LIBRARY RESERVE
*Goodkind, Jessica, et.al. (2011). “Rebuilding trust: A community, multiagency, state
and university partnership to improve behavioral health care for American Indian
youth, their families and communities.” Journal of Community Psychology. V39,
4:452-477. LIBRARY RESERVE
*Nicolaidis, Christina. (2010). “You don’t go tell white people nothing: African
American women’s perspectives on the influence of violence and race on
depression and depression care.” American Journal of Public Health. V100, 8:
1470-1476. LIBRARY RESERVE
*Pistulka, Gina M., et.al. (2012). “Maintaining an outward image: Korean immigrant’s
life with Type 2 diabetes mellitus and hypertension.” Qualitative Health
Research. V22, 6:825-834. LIBRARY RESERVE
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Urban Health and Healthcare
Readings:
*U.S. Department of Health and Human Services. (2011). “National healthcare
disparities report, highlights.” BLACKBOARD
AND Choose one reading from below
*Brings Him Back-Janis, Maxine. (2011). “A dental hygienist who’s a Lakota Sioux calls
for new mid-level dental providers.” Health Affairs. V30, 10:2013-2016.
LIBRARY RESERVE
*Goh, Ying Ying, et.al. (2009). “Using community-based participatory research to
identity potential interventions to overcome barriers to adolescents’ healthy eating
and physical activity.” Journal of Behavioral Medicine. V32:491-502. LIBRARY
RESERVE
*Harris, Allyssa. (2011). “The influence of urban literature on African-American
adolescent girls’ sexual behaviors.” The Journal of the National Black Nurses
Association. V22, 1: 35-41. LIBRARY RESERVE
*Tendulkar, Shalini Ahuja, et. al. (2011). “Investigating the myth of the model minority:
A participatory community health assessment of Chinese and Vietnamese adults.”
Journal of Immigrant and Minority Health. 27 Aug:1-8. LIBRARY RESERVE
Select Issues Facing Youth
Readings: Choose one reading from below
*Lee, Tiffany S. (2009). “Language, identity and power: Navajo and Pueblo young
adults’ perpectives and experiences with competing language ideologies.”
Journal of Language, Identity and Education. V8:307-320. LIBRARY RESERVE
*McIntyre, Alice. (2000). Constructing meaning about violence, school and community:
Participatory action research with urban youth. The Urban Review. V32, 2, 123154. LIBRARY RESERVE
*Shetgiri, Rashmi, et. al. (2009). “Risk and resilience in Latinos: A community-based
participatory research study.” American Journal of Preventive Medicine. V37,
6SI:217-224. LIBRARY RESERVE
*Wong, Nga-Wing Anjela. (2010). “Cuz they care about the people who goes there: The
multiple roles of a community-based youth center in providing youth community
for low-income Chinese American youth.” Urban Education. V45, 5: 708-739.
LIBRARY RESERVE
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Inequality: College Access and Success
Readings:
*Lee, John Michael and Tafaya Ransom. (2011). “The educational experience of young
men of color: A review of research, pathways and progress.” College
Board Advocacy & Policy Center. Pp. 1-96. BLACKBOARD
AND Choose one reading from below
*Griffin, Kimberly, et.al. (2012). “Oh, of course I’m going to college: Understanding
how habitus shapes the college choice process of black immigrant students.”
Journal of Diversity in Higher Education. V5, 2:96-111. LIBRARY RESERVE
*Guillory, Raphael M. (2009). “American Indian/Alaska Native college student retention
strategies.” Journal of Developmental Education. V33, 2:12-38. LIBRARY
RESERVE
*Museus, Samuel D. and Peter N. Kiang. (2009). “Deconstructing the model minority
myth and how it contributes to the invisible minority reality in higher education
research.” New Directions for Institutional Research. V142, Summer:5-15.
LIBRARY RESERVE
*Santos, Silvia and Elena Reigadas. (2002). “Latinos in higher education: An evaluation
of a university faculty mentoring program.” Journal of Hispanic Higher
Education, V1, 1:40-50. LIBRARY RESERVE.
Educational Inequality: K-12, Bilingual Education
Readings:
Choose one reading from below
*Garcia, Ofelia, et.al. (2011). Extending bilingualism in U.S. secondary education: New
variations.” International Multilingual Research Journal. V5:1-18. LIBRARY
RESERVE
*Kiang, Peter. (2004). “Linking strategies and interventions in Asian American studies to
K-12 classrooms and teacher preparation.” International Journal of Qualitative
Studies in Education. V17, 2:199-225. LIBRARY RESERVE
*Rubin, Beth C. (2003). “’I’m not getting any F’s’: What ‘at risk’ students say about the
support they need.” Pp. 189-207 in Critical voices in school reform: Students
living through change, edited by Beth C. Rubin and Elena M. Silva. Routledge.
LIBRARY RESERVE
*Warhol, Larisa. (2011). “Native American language education policy-in-practice: An
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interpretative policy analysis of Native American Languages Act of 1990/1992.”
International Journal of Bilingual Education and Bilingualism. V14, 3:270-299.
LIBRARY RESERVE
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