Chicana and Chicano Studies #602
Methods of Inquiry in Chicana and Chicano Studies
San Diego State University
Fall 2015
Professor Norma Iglesias-Prieto
Class Days: Tuesday
Class Time: 4:00 to 6:40 PM
Class Location: AL 362
Contact information:
Office hours: Tuesdays 12:00-15:15 PM
Office Location: AL 348
E-mail: niglesia@mail.sdsu.edu (not through blackboard)
Telephone: (619) 594-0656
Course Description
This seminar/workshop introduces graduate students to some of the principal methods of inquiry
within the interdisciplinary field of Chicana/o Studies and provides first-hand experience with the joys
and dilemmas of doing research. To these ends, we will be working on three levels in each session.
The first level refers to general discussions of epistemological, methodological, and theoretical
frameworks. The second level relates to the analysis of published research projects and how their
authors formulate specific research questions that derive from topics and problems of interest. We will
analyze the theoretical statements, which guide the choice of specific research methods and techniques.
The third level is that of the investigative practice; so, students will engage hands-on in the design of
conceptual and methodological maps, qualitative and quantitative instruments, “fieldwork” exercises,
interpretation and analysis of data and information, as well as in the production of a research proposal.
Course Objectives
By the end of the semester, students should be able to:
1. Explain how knowledge is constructed in Chicana/o Studies and other “Others” Studies.
2. Critically address the debate about epistemology, objectivity, and power, such as the following
current discussions:
2.1. How and by whom is knowledge produced and validated?
2.2. How does the social location (race, class, sexual identity) of the researcher impact on research?
2.3. What are the issues that arise in studying “others”?
2.4. How can research relate to efforts for social change?
3. Compare qualitative and quantitative research methods.
4. Understand the basic components of a research proposal and the importance of detailing research
methods within this proposal.
5. Complete the SDSU Institutional Review Board criteria for research.
6. Design research technical instruments.
7. Design conceptual and methodological maps.
8. Design research projects.
CCS 602
Dr. Norma Iglesias-Prieto
Fall 2015
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Required Readings (most books are available through Aztec Shops on campus):
*Birch, Maxine. 1998. “Re/constructing Research Narratives. Self and Sociological Identity in
Alternative Settings,” in Feminist Dilemmas in Qualitative Research. Public Knowledge and Private
Lives. London and Thousand Oaks: SAGE. Pp. 171-185.
*Calderón, Dolores, Dolores Delgado Bernal, Lindsay Pérez Huber, María Malagón, and Verónica
Nelly Vélez. 2012. “A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation
Later.” Harvard Educational Review: December 2012, Vol. 82, No. 4, pp. 513-539.
*Errante, Antoinette. 2004. “But Sometimes You’re Not Part of the Story. Oral Histories and Ways of
Remembering and Telling” in Hesse-Biber, et al (editors), Feminist Approaches to Theory and
Methodology. An Interdisciplinary Reader. New York and Oxford: Oxford University Press. Pp. 411434.
Henn, Matt, Mark Weinstein, and Nick Foard. 2009. A Critical Introduction to Social Research.
London and Thousand Oaks: SAGE
*Hennink M, I. Hutter, and A. Bailey. 2011. “Part 1. The Design Cycle,” in Qualitative Research
Methods. London and Thousand Oaks: SAGE. Pp. 29-60.
*Iglesias-Prieto, N. 2012. “The U.S.-Mexico Border and Children’s Social Imaginary: An Analysis of Wacha el
Border and Beyond the Border.” The American Studies Journal (Heidelberg, Germany), No. 57, special edition:
“Transfrontera: The U.S.-Mexican Border as Transnational Space,” edited by María Herrera Sobek (UCSB) and
Astrid Haas (Universität Bielefeld). http://www.asjournal.org/57-2012/the-us-mexico-border-and-childrenssocial-imaginary/
*Janesick, V. 2004. “Introduction” in “Stretching” Exercises for Qualitative Research . London and
Thousand Oaks: SAGE. Pp. pp. 1-16
*Lal, Jayati. 1999. “Situating Locations: The Politics of Self, Identity and ‘Other’ in Living and
Writing the Text,” in Hesse-Biber, et al (editors), Feminist Approaches to Theory and Methodology.
An Interdisciplinary Reader. New York and Oxford: Oxford University Press. Pp. 100-137.
*Standing, Kay. 1998. “Writing the Voices of the Less Powerful. Research on Lone Mothers,” in
Feminist Dilemmas in Qualitative Research. Public Knowledge and Private Lives. London and
Thousand Oaks: SAGE. Pp. 186-202.
*Visweswaran, Kamala. 1996. “Defining Feminist Ethnography,” in Fictions of Feminist
Ethnography. Oxford: Oxford University Press. Pp. 17-39
Suggested readings for student in-class book review/lead discussion
Chabram-Dernersesian, Angie. 2006. The Chicana/o Cultural Studies Reader. New York and London:
Routledge.
Chavez, Leo. 1997. Shadowed Lives: Undocumented Immigrants in American Society. New York:
Holt, Rineholt, and Winston.
Iglesias, Norma. Beautiful Flowers of the Maquiladora. University of Texas Press: Austin, 1997.
CCS 602
Dr. Norma Iglesias-Prieto
Fall 2015
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Blackboard:
This course uses Blackboard, a web-based course aid. To access Blackboard go to:
http://blackboard.sdsu.edu/. Blackboard contains an announcement page that I will use to post
information, some extra reading assignments, and lecture notes (these after the class). Any technical
questions regarding Blackboard should be directed to SDSU’s Instructional Technology Services
department. Its e-mail is scc@rohan.sdsu.edu and website is: http://www-rohan.sdsu.edu/dept/its
COURSE REQUIREMENTS/ASSIGNMENTS/GRADE CALCULATIONS
Final grade (total of 1,000 points). In order to successfully complete this course, you are required to
complete all of the following assignments:
A. Class Participation
200 points
20%
- In-class discussions 100 points-10%
- In-class book review/lead discussion 100 points-10%
B. Research Proposal
350 points
35%
C. Conceptual Map
130 points
13%
D. Instrument Design, Application,
(Transcription) and Analysis of Data
150 points
15%
- Instrument design 50 points-5%
- Application (and transcription) 50 points-5%
- Analysis/interpretation 50 points-5%
E. Final In-Class Presentations
150 points
15%
F. Complete the SDSU IRB Human
Subjects Tutorial
20 points
2%
ABOUT THE ASSIGNMENTS
A. Class participation - 20% Total
A.1. Participate in class discussions (10%): This course is a seminar/workshop, which means that
students are expected to have read the assigned readings prior to the beginning of class, and to be
prepared to comment on each of those readings every week. Your comments should be prepared prior
to class, so that you have something insightful to say. You should also be prepared to engage in
constructive criticism of the lead discussant’s (see below) presentation.
A.2. In-class book review/lead discussion (10%): During the semester, we will deconstruct academic
texts (or sets of readings) that are important in the field of Chicana/o Studies. Each of these texts has a
specific approach, theoretical focus, and uses specific methods of inquiry. Each student will be
assigned one of these texts. As an individual, you will then be responsible for reviewing these
text/readings to the class, as well as generating class discussion. Specifically, you are expected to give
a thirty-minute oral presentation of the text that will include:
CCS 602
Dr. Norma Iglesias-Prieto
Fall 2015
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a.
b.
c.
d.
e.
f.
g.
h.
An overview of what the book/dissertation is about (topic).
An overview of the theory or theories used in the book/dissertation (main concepts).
The research question(s).
The subject(s) or object(s) of study.
The units of registration (unit that provides the information/the information source).
An assessment of the methodology, methods, and instruments used to create knowledge.
An analysis of what you thought about the book.
Other questions posed for that week’s readings.
It is expected that, in addition to having carefully read the book, you will have also consulted book
reviews and/or additional readings that will help you put together an insightful and original presentation.
Moreover, you are expected to create thoughtful questions and to pose them in the seminar.
Please note that I highly favor creativity, enthusiasm, visual or audio materials, and “guides” (i.e.,
things like handouts and PowerPoint [PPT] outlines).
B. Research Proposal (35%) Due Date: 12/15/15 (Week 17)
In order to write a research proposal, you must first choose a research topic, problematize the topic,
and finally develop one or a series of research questions. The research proposal will have an appendix
that will include the research instrument developed by you, as well as the conceptual map.
In order to help you think about a research question, consult peer-reviewed journals—such as Aztlán,
American Anthropologist, Signs—and recent books and edited collections that may address your topic
of interest.
Your goal is to write an 8- to 10-page research proposal (appendices are not counted in these 8-10
pages) that reflects sensitivity to the material covered in class and, like any other research proposal,
should include:
*
*
*
*
a clear and concise statement of the research problem
a clear research question(s)
a review of the relevant literature and the main concepts that address your research
a description and rationale of the methods and instruments to be used
C. Conceptual Map 15%. Due Date: 9/29/2015 (Week 6)
Each student will develop—with help from the instructor and based on class discussions—a conceptual
map that shows the most important concepts of his/her research project. This conceptual map is a
graphic/visual representation that illustrates the relationship between concepts and ideas. Each concept
is often represented in circles or boxes, where the size, color, and location reveal the importance of
each element. The conceptual maps also include arrows and positions to represent connections between
concepts and ideas. The maps are useful in organizing and structuring our thoughts to further
understand information and discover new relationships. Most conceptual maps represent a hierarchical
structure, with the most important and/or broad concept placed first, followed by other less important
connected concepts.
CCS 602
Dr. Norma Iglesias-Prieto
Fall 2015
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D. Instrument Design and Application 15%. Due Date:11/17/15 (Week 13)
Each student will have to develop a specific research “instrument” (questionnaire, interview guide,
discussion group guide, work and code for content analysis, life history guide, review of files, database
analysis, etc.). This instrument or procedure must be applied or carried out in order to test it and adjust
it. The instrument or procedure must be relevant and result from the research question(s) and the
conceptual map.
F. Final in-class research presentation (15%). Due Date:12/01/2015 (Week 16)
Your final in-class research presentation should be structured as a conference talk with the support of a
PPT. The PPT must address four key aspects: (a) the research question and its temporal and spatial
contextualization (where and when); (b) the theoretical/conceptual discussion that supports the
research project (summarized in the conceptual map); (c) the proposed methodology; and (d) certain
outcomes or results from the findings in the application of the instrument. Each student will have at
least 12-15 minutes for her/his presentation and time for discussion/questions.
G. Complete the SDSU IRB Human Subjects Tutorial (2%). Due Date: 9/12/2015 (Week 5)
You will need to create a username and password in order to access the tutorial. BE SURE TO
SCHEDULE A FEW HOURS TO DO THIS. When you are done, you will get an IRB Tutorial
confirmation certificate. Print it out; this certificate is due 9/12/2015 in class. (If you have already
done this for a prior project or class, I will just need to see proof of completion).
https://www-rohan.sdsu.edu/~gra/loRin.php
ESSENTIAL POLICY INFORMATION
Policy for late work: All course assignments are due on the dates specified. No late assignments/papers
will be accepted. Also, please note that I will not accept any papers via e-mail (I have received one too
many viruses this way).
Extra Credit Policy: No extra credit is assigned for this course.
Policy for Off-Campus Events: All students must sign a “Warning, Waiver, and Release of Liability
Form” prior to participating in a required off-campus event.
SDSU Honor Policy:
Institutions of higher education are founded to impart knowledge, seek truth, and encourage one’s
development for the good of society. University students shall thus be intellectually and morally
obliged to pursue their course of studies with honesty and integrity. Penalties for offenses are part
of Title 5 of the California Code of Regulations, sec 41301(a); see
http://www.rohan.sdsu.edu/dept/senate/policy/pfacademics.html.
ADA Policy:
AMERICANS WITH DISABILITIES ACT: SDSU is committed to providing reasonable
accommodations for students with disabilities to permit them to carry out their educational
responsibilities. For requests for assistance and accommodation, contact the Director, Disabled
Student Services, 619-594-6473, TDD 619-594-2929.
CCS 602
Dr. Norma Iglesias-Prieto
Fall 2015
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Syllabus Change Policy:
Except for changes that substantially affect implementation of the grading statement, this syllabus
is a guide for the course and is subject to change with advanced notice.
Weekly Schedule (Assigned Readings)
Week/
Date
Level 1 (Theoretical)
Epistemology and Methodology
Level 2 (Analytical)
Analysis of Existing
CCS and Critical
Research
Level 3 (Practical)
Discussion of
Student Research
Proposals
Topic and Reading Assignment:
Topic and Reading
Assignment:
Topic and Reading
Assignment:
1
8/25/15
Introductions (CCS faculty, professor,
students, syllabus)
TOPICS:
Epistemology and Methodology
Epistemological Levels (Ortí Figure)
Qualitative vs. Quantitative Research
Power and Research
How and by whom is knowledge produced
and validated?
Chicana/o Studies, Interdisciplinarity, and
Methods of Inquiry
2
9/01/15
TOPIC:
Thinking about Research
What is Social Research?
Critical Social Research
The Research Process
From Topic, to Problem, to Question(s)
READING ASSIGNMENT:
-Henn, et al. A Critical Introduction to
Social Research. Chapters 1-3, pp.8-76
TOPIC:
The Research Process
The Design Circle
Operationalization of Concepts
READING ASSIGNMENT:
- Hennink, et al. “The Design Circle” in
Qualitative Research Methods (PDF) pp. 2960
TOPIC:
Ethics in Social Research.
Human Subjects (IRB)
READING ASSIGNMENT:
-Henn, et al. A Critical Introduction to
Social Research. Chapter 4, pp. 77-108
Janesick V. “Stretching” Exercises for
Qualitative Research, pp. 1-16
TOPIC:
Chicana/o Research
READING ASSIGNMENT:
3
9/08/15
4
9/15/15
5
9/22/15
CCS 602
Class exercises: From
Topic, to Problem, to
Question(s)
Student 1. Book review
and lead discussion (see
A.2. in syllabus).
DUE:
First draft of two
research questions
Student 2. Book review
and lead discussion (see
A.2. in syllabus).
TOPIC: Introduction
to Conceptual Maps
Student 3. Book review
and lead discussion (see
A.2. in syllabus).
DUE:
IRB Tutorial.
Discussion:
Dr. Norma Iglesias-Prieto
Fall 2015
6
- Calderón, Delgado Bernal, Pérez Huber,
and Vélez. “A Chicana Feminist
Epistemology Revisited: Cultivating Ideas a
Generation Later.” Harvard Educational
Review: December 2012, Vol. 82, No. 4, pp.
513-539.
Challenges and
problems with IRB
6
9/29/15
TOPIC:
Research Challenges, Creativity and Power.
Me vs/and/or The “Other”
Research vs/and/or Objects/Subjects of
Study
Academic Language vs/and/or Colloquial
Narratives
Third vs/and/or First Person
English vs/and/or Spanish, Spanglish
Original Language vs/and/or Translations
Brain vs/and/or Heart/ Soul
READING ASSIGNMENT:
-Lal, Jayati. 1999. “Situating Locations: The
Politics of Self, Identity and ‘Other’ in
Living and Writing the Text,” pp. 100-137.
-Birch, Maxine. “Re/constructing Research
Narratives. Self and Sociological Identity in
Alternative Settings.” Pp. 171-185.
-Standing, Kay. 1998. “Writing the Voices of
the Less Powerful. Research on Lone
Mothers.” Pp. 186-202.
Student presentation of
conceptual maps and
class feedback.
7
10/06/15
TOPIC:
Ethnography
Feminist/Chicana Ethnography
READING ASSIGNMENT:
-Visweswaran, Kamala. 1996. “Defining
Feminist Ethnography,” in Fictions of
Feminist Ethnography. Oxford: Oxford
University Press. Pp. 17-39
TOPIC:
Survey Research and sampling.
Guest speaker: Dr. Jorge Carrillo (COLEF)
READING ASSIGNMENT:
Henn, et all A Critical Introduction to Social
Research. Chapter 6, pp. 133-174.
-Carrillo, Jorge. 2013, Executive Summary.
“Multinational Firms in Mexico: A Study of
the Organizational Structure, Innovation and
Employment Practices.” Tijuana: Colef
(PDF)
TOPIC:
Qualitative Approaches, Methodologies, and
Instruments.
Interviews (Structured, Semistructured,
Unstructured)
Student 4. Book review
and lead discussion (see
A.2. in syllabus).
8
10/13/15
9
10/20/15
CCS 602
DUE:
Discussion and student
presentations of their
draft of conceptual
maps
DUE:
Student conceptual
map
Workshop on
Research Instruments.
DUE:
Draft of research
instrument
Workshop on
Research Samples.
Presentation and
feedback
Student 5. Book review
and lead discussion (see
A.2. in syllabus).
Dr. Norma Iglesias-Prieto
Fall 2015
7
10
10/27/15
11
11/03/15
12
11/10/15
13
11/17/15
CCS 602
READING ASSIGNMENT:
-Henn, et all A Critical Introduction to
Social Research. Chapter 7, pp. 175-214.
TOPICS:
Discussion Group and Focus Groups
Participant Observation
Visual Methods
Mental Maps
Media and Discourse Analysis
Creative Instruments:
Proyecto Cañón Zapata and EMIF (COLEF)
READING ASSIGNMENT:
-Iglesias-Prieto, N. “The U.S.-Mexico
Border and Children’s Social Imaginary: An
Analysis of Wacha el Border and Beyond the
Border.” http://www.asjournal.org/572012/the-us-mexico-border-and-childrenssocial-imaginary/
TBD (Study of Migration Flow - COLEF)
TOPIC:
Data Analysis
Code and Families of Codes
Software for Qualitative Analysis
Documentary Sources, Official Statistics and
Secondary Data
READING ASSIGNMENT:
-Henn, et all A Critical Introduction to
Social Research. Chapter 8, pp. 215-271.
TOPIC:
Designing and Writing a Research Proposal
Writing and Presenting Research Results
READING ASSIGNMENT:
-Henn, et all A Critical Introduction to
Social Research. Chapters 9-10, pp. 272353.
TOPICS:
Action Research
Oral History
Life History
READING ASSIGNMENT:
-Errante, Antoinette. “But Sometimes You’re
Not Part of the Story. Oral Histories and
Ways of Remembering and Telling,” pp.
411-434.
Dr. Norma Iglesias-Prieto
Second Discussion on
Students Instrument.
Fieldwork/Application
of instrument
DUE:
Instrument Design,
Application,
(Transcription), and
Analysis of Data
Fall 2015
8
14
11/24/15
TOPIC:
Historical Research
Documentary Sources
Official Statistics and Census
Secondary Data
READING ASSIGNMENT:
-Henn, et all A Critical Introduction to
Social Research. Chapter 5, pp. 109-132.
15
12/01/15
Discussion of Draft of Research Proposal
and PPT presentations
16
12/08/15
Student PPT Presentations
Student PPT
Presentations (2)
DUE:
Final Research
Proposal
4:00 pm in my office.
17
12/15/15
CCS 602
Draft of Proposal and
Student PPT
Presentations
DUE:
Research PPT
Dr. Norma Iglesias-Prieto
Fall 2015
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