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This article documents and analyzes autoethnographic engagement in participatory action research (PAR)—a reflective, irritative, and dialogic writing and team-discussion process which documents researcher-activist experiences and contextualizes them within the action research process. We document autoethnography as implemented in a research partnership between HMoob American college student activists and education researchers, to study the systems of oppression and inform advocacy to support HMoob American students at a predominantly white university. Autoethnography informs all aspects of the PAR project, from the development of research questions, to data collection, analysis, and writing, to the implementation of plans for action. We provide evidence from selections of the team’s autoethnographic journals, of the role of autoethnographic engagement as a PAR research technique that can facilitate and bear witness to the developmental transformations for emerging PAR activists—specifically, the cultivation of critical consciousness, the critical re-framing of issues of cultural-community identity, and the formation of an identity as a researcher-activist. We argue that autoethnography provides a practical technique for PAR teams for engaging in iterative cycles of critical self-reflective praxis (Freire, 2011), facilitating the development of critically-engaged researchers and the formation of analyses that are epistemologically grounded and action-oriented, addressing issues of power asymmetries within research.

Background: Internships for college students can enhance their grades, skills, and employment prospects, but finding and completing an internship sometimes requires considerable resources. Consequently, before postsecondary institutions consider mandating this high-impact practice, more evidence is needed regarding the various obstacles students face as they seek an internship. Focus of Study: The purpose of this study was to document the prevalence and nature of obstacles to securing a college internship and how these factors interact in the lives of particular students. Field theory is used to highlight the ways that structural inequalities and forms of capital serve to facilitate or constrain access to an internship experience. Population: The participants in this study included students attending five postsecondary institutions—three comprehensive universities, one historically Black college and university (HBCU), and one technical college in the U.S. states of Maryland, South Carolina, and Wisconsin. Research Design: This concurrent mixed-methods study included the collection of survey (n = 1,549) and focus group and interview (n = 100) data from students who self-selected into the study. Given that this is a descriptive study, the aim was to document student experiences with obstacles to internships using varied sources of data. Data Collection and Analysis: Data were collected via an online survey (with a 26% response rate) and in-person focus groups or interviews at each campus. Data were analyzed using inductive thematic analysis, social network analysis, and logistic regression techniques and interpreted in ways that highlight the situated and critical role of capital and structure in shaping opportunity and behavior. Findings: Among the 1,060 (69%) survey respondents who reported not having had an internship, 638 indicated that they had in fact wanted to pursue an internship but could not because of the need to work, a heavy course load, insufficient positions, and inadequate pay. The role of financial, social, and cultural capital also impacted students differentially depending on their majors, socioeconomic status, race, and geographic location, highlighting how context and enduring systemic forces—and not solely the possession of capital(s)—intersect to shape students’ abilities to pursue an internship. Conclusion: Internships are not universally accessible to all college students and instead favor students who have access to financial, social, and cultural capital while also being positioned in particular majors, geographic locations, and institutions. Before actively promoting internships for their students, colleges and universities should secure funding to support student pay and relocation costs, identify alternative forms of experiential learning for working students, and engage employers in creating more in-person and online positions for students across the disciplines.

In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts. There are multiple complex barriers to internship participation for students who are socially and institutionally minoritized by race, gender, and other contextual factors, including finances, work responsibilities, travel, and gendered familial obligations. These factors intersect with systems of power and privilege to amplify challenges and foreclose futures. The authors argue that the delineation of barriers into types alone, such as financial, social, and cultural, without additional analysis of the dynamics of how such barriers intersect and amplify, runs the risk of misconstruing students’ actual experiences when they struggle to access internships and other educational opportunities.

Organizations are continuously changing based on social, political, and economic conditions. HRD scholars and practitioners should think about new approaches to how they can engage with organizations and the people within them. Action research has been used as an approach in organization development for many years. While conventional action research has an emphasis on classical or traditional processes of inquiry, we present Community Based Participatory Action Research (CBPAR) as new research approach with an additional level of critical thought and engagement that is in alignment with Critical HRD. CBPAR aims to create knowledge and action, but also aims to empower members of communities or organization who are marginalized or oppressed. CBPAR offers an exciting and alterative approach to organizational research.

This article presents the institutional and historical context, methods, findings, and action-consequences of ‘Our HMoob American College Paj Ntaub,’ a qualitative, student-led Participatory Action...

All students pay fees to cover a wide range of services and amenities that are supposed to support student well-being, including healthcare, recreational facilities, student centers, student organizations, and student initiatives (such as campus food pantries). It is often assumed that these fees, which have increased rapidly over the last decade, will fund holistic, high-quality, and appropriate support for students, to which all students will have equitable access. However, this is often not the case. Juggling high academic demands, hectic work schedules, and familial responsibilities; and facing unresponsive and sometimes discriminatory services, low- and moderate-income students are too often unable to fully access what they are paying for.

Public perceptions of college affordability, of college students, and of college experiences are in flux. This reflects both exciting changes in who goes to college and real differences in public, policymakers’, and educational leaders’ understandings of how wealth and social inequality shape people’s college experiences and post-college outcomes. This chapter explores some of the most common assumptions about colleges and (in)equality and then provides an overview of the research on which the book is based.

This chapter describes the history of state higher education funding, its impacts on tuition and fees, and the official academic costs that students expected to pay to attend college. The chapter then examines the hidden financial costs the students paid related to fees, programs and majors, textbooks and supplies, and professional development and networking; and the hidden social, emotional, and relational costs minoritized students faced inside and outside of the classroom. It closes by outlining how students responded to these hidden costs and the consequences for their academic pathways and well-being.

The vast majority of first-year college students at four-year universities are required to opt into the on-campus food and housing systems. This arrangement should ensure that students’ basic needs are affordably met so that they can transition into college life and focus on their academic and social growth. However, in an environment where universities must ensure their own survival, food, and housing have become profit-making opportunities, with students as their consumers. This approach to providing food and housing causes insecurities and inequalities, especially for low-income students, rather than assuring students’ health and well-being.

This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of act...

This review of research literature on the language practices associated with the production and circulation of scientific knowledge documents four discourse-ideological processes: data/theory enregisterment, objectification, visualization, and entextualization. I argue that these processes cause the stabilization of scientific reference by imposing a conventionalist language ideology that opposes language and the objective reality of the world that it references.

This article is an analysis of a high school geometry teacher's gesture and embodied social action in the context of classroom instruction, and its role in the communication of an implicit theory of the ontological status of mathematical knowledge. In particular, I argue that the teacher's bodily performance in the classroom setting communicates the Platonic position of abstract-realism—that mathematical entities are ontologically real abstractions—which is associated with the high epistemological authority and social efficacy of mathematics. Thus, in addition to the teacher's use of language to reference mathematical knowledge, I document her patterns of embodied social action, which communicate an additional and ideologically specific theory about the ontological status of the items thus referenced. I propose the concept of a metaphor of participation—an iconic projection based on the pattern of bodily participation in the speech event—as a tool to theorize the bodily communication of ideologies.

This article investigates how scientific truth claims are articulated and disputed by a community of practitioners of a South Asian system of medicine called Ayurveda. I first describe the epistemological criteria of authoritative knowledge in Ayurveda, which I theorize as a disciplinary ideology of truth. Next, I show how the protagonists at a scientific conference designed their truth claims to reference and index this ideological framework for evaluating truth. Ultimately, I argue that disputes over scientific truth constitute a stable and recurrent characteristic of the Ayurveda community because it is through such disputes that the community produces itself by maintaining and transforming its disciplinary boundaries. [Ayurveda, Kerala, truth claims, scientific debate, medical epistemology, postcolonial science]

DEVI: THE GREAT GODDESS. Arthur M. Sackler Gallery (Smithsonian Institution) March 28- September 6,1999.

Georgetown University Round Table on Languages and Linguistics (GURT) 2000: Linguistics, Language, and the Professions: Education, Law, Medicine, and Technology James E. Alatis, Heidi E. Hamilton, and Ai-Hui Tan, eds. Washington, DC: Georgetown University Press, 2000 vi. 279 pp.