Applying Anthropology to Transform Migrant/Seasonal Farmworker Experiences in Higher Education
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| Title: | Applying Anthropology to Transform Migrant/Seasonal Farmworker Experiences in Higher Education |
|---|---|
| Language: | English |
| Authors: | Brendan H. O'Connor (ORCID |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (ED), Office of Migrant Education |
| Contract Number: | S149A210027 |
| Document Type: | Reports - Descriptive |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Migrant Programs, Seasonal Laborers, Migrant Adult Education, Minority Group Students, Educational Anthropology, Higher Education, Student Experience, First Year Seminars, Culturally Relevant Education |
| DOI: | 10.1080/08884552.2024.2361057 |
| Abstract: | The College Assistance Migrant Program (CAMP) is a US Department of Education funded initiative to support students from migrant/seasonal farmworker backgrounds--i.e., students whose families travel seasonally to work in agriculture--during their first year as undergraduates. This article shares authors' experience of using insights from anthropology to design, develop, and evaluate CAMP at our university. A key element of this program is that students are trained in research methods inspired by anthropology, which they then use to explore the stories and knowledge found in their own families and communities. An anthropological perspective has also allowed the authors to get many different people invested in promoting and documenting the success of CAMP, including undergraduate and graduate student researchers and program alumni and staff. [This is the online first version of an article published in "Practicing Anthropology."] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED656442 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFoUSgg_RmOQQ7G04XDNVo6AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJxhbKswMTupeu5Y3QIBEICBm34je-wKBWXw3UDxriPBV_P6VKq4dI8CJzLN5t2MmTWOLtZclysTEBbRZZolDSpMqX0wjlFsgLzZmR03LbBHBIhZ1rx4WoGHHTwagD5Tfkz9utcZjXud4C0_FZw2-NyQSymppIvbTyp5W8mW0ZngurovSamhEtfqUXytqgYcPEBqbDuItngYCMO1-DV2_QKQt93FqbTaXWIb45HV Text: Availability: 1 Value: <anid>AN0179941917;kl701sep.24;2024Sep30.03:53;v2.2.500</anid> <title id="AN0179941917-1">Applying Anthropology to Transform Migrant/Seasonal Farmworker Experiences in Higher Education </title> <p>We are anthropologists collaborating in faculty and non-faculty roles to support and strengthen the College Assistance Migrant Program (CAMP) for first-year students from migrant/seasonal farmworker backgrounds at our university. Anthropological principles informed the design of the program and have continued to guide its development, especially in the sense that CAMP Scholars are trained in ethnographic and qualitative research methods and then encouraged, as knowledge producers, to apply those methods to understanding and advocating for historically marginalized students and communities. We rely on applied anthropological research to expand CAMP's presence in several ways—for example, creating a short-term field school to document the program's effectiveness through ethnographic monitoring, and nurturing CAMP alumni and staff as scholar-practitioners who go on to graduate programs in higher education or work in state-level policy for migrant students.</p> <p>PLAIN LANGUAGE SUMMARY: The College Assistance Migrant Program (CAMP) is a US federally-funded initiative to support students from migrant/seasonal farmworker backgrounds—i.e., students whose families travel seasonally to work in agriculture—during their first year as undergraduates. We share our experience of using insights from anthropology to design, develop, and evaluate CAMP at our university. One of the authors is a linguistic and educational anthropologist in a faculty position and the other is a medical anthropologist working in a non-faculty role as the CAMP program director. A key element of this program is that students are trained in research methods inspired by anthropology, which they then use to explore the stories and knowledge found in their own families and communities. An anthropological perspective has also allowed us to get many different people invested in promoting and documenting the success of CAMP, including undergraduate and graduate student researchers and program alumni and staff.</p> <p>Keywords: Migrant/seasonal farmworkers; postsecondary education; undergraduate research</p> <hd id="AN0179941917-2">Introduction</hd> <p>As his classmates look on, an undergraduate from a migrant/seasonal farmworker family works with the archivist from the university's Chicano/a Research Collection to set up equipment for collecting and preserving oral histories (Figure 1). The archivist is visiting a research methods class designed explicitly for participants in the College Assistance Migrant Program (CAMP) at Arizona State University, where CAMP Scholars develop reflexive scholarship grounded in their family and community experiences. Many of these students will go on to present the resulting academic <emph>testimonios,</emph> or narratives of witness, at "serious" academic conferences, where others will acknowledge them as legitimate knowledge producers.</p> <p>PHOTO (COLOR): Figure 1. Nancy Godoy, associate archivist at Arizona State University Library's Chicano/a Research Collection, trains an undergraduate scholar in ASU's College Assistance Migrant Program in collecting oral histories using an iPad.</p> <p>During another class session, CAMP Scholars pair off two by two to practice ethnographic interviewing techniques (Figure 2). They will use these newfound skills and their growing knowledge of Chicano/a/x epistemologies to collect data, often with friends or family members back home (which, for the majority, is Yuma/San Luis in the southwest Arizona-Sonora borderlands).</p> <p>PHOTO (COLOR): Figure 2. Migrant/seasonal farmworker students in Arizona State's College Assistance Migrant Program practice conducting ethnographic interviews in Seline Szkupinski Quiroga's research methods class.</p> <p>What does practicing anthropology look like in a program to support undergraduate students from migrant/seasonal farmworker backgrounds? For us, it looks like this, among many other things. The CAMP-oriented methods class at Arizona State only exists because two anthropologists wrote a federal grant that proposed embracing migrant students' community cultural wealth in tangible, ongoing ways (Yosso [<reflink idref="bib13" id="ref1">13</reflink>]). At a recent <emph>despedida</emph> (farewell celebration) for a beloved staff member, the principal investigator for ASU's CAMP grant spoke to current CAMP Scholars about the effects of this anthropological lens. Practicing anthropology within CAMP, as he told it, was crucial for addressing historical gender disparities within Mexican American communities (to which the speaker also belonged); furthermore, it ensured that ASU CAMP would not become "just another achievement-oriented program" in which students' cultural knowledge and life histories were brushed over or ignored.</p> <p>Applying anthropology in CAMP means much more than conceiving of the program in an anthropologically informed way or teaching students research methods. It also requires cultural savvy and flexibility to make the program's success visible to decision-makers and build an infrastructure of CAMP alumni, supportive faculty, and fellow anthropologists who can help sustain the program. This has involved "translating" migrant students' needs and strengths to university administrators; enlisting undergraduate and graduate students in an informal "field school" to document the program's successes holistically; engaging student researchers in data collection, analysis, and write-up; and a staff member writing her dissertation to inform practice in the migrant program.</p> <p>Thus, the experience we describe in this article is in contrast to what others have called a tendency to treat "the practice of anthropology as distinct from academic anthropology" or to see fieldwork as something that takes place "outside of academia" (Rodriguez and Nichols-Whitehead [<reflink idref="bib8" id="ref2">8</reflink>], 22, citing Copeland and Dengah [<reflink idref="bib1" id="ref3">1</reflink>]). Rather, we share our experience of applying anthropological principles within academic settings where some, but not all, anthropologists are expected to engage in research, and where anthropological thinking and knowledge production converge in surprising ways for faculty and non-faculty anthropologists. In this case, the authors–a faculty and a non-faculty anthropologist–jointly applied our anthropological training within a program to improve educational outcomes for first-generation college students from migrant/seasonal farmworker backgrounds.</p> <hd id="AN0179941917-3">Anthropologists in different roles</hd> <p>We come from different subfields and occupy different institutional roles at the university. Szkupinski Quiroga, a medical anthropologist, is the project director and co-principal investigator of the CAMP program. O'Connor, a linguistic anthropologist and anthropologist of education, is a faculty member in ASU's School of Transborder Studies, where CAMP is housed. Our efforts on behalf of CAMP benefited from our diverse anthropological training and our understanding of the possibilities and limitations of our roles at the university. Our overall goal for the collaboration was to create a network of scholar-practitioners focused on the personal well-being and academic success of migrant/seasonal farmworker students at the university. Doing so required us to build capacity within and beyond CAMP–with CAMP Scholars, alumni, staff, and supporters, but also with staff, faculty, and undergraduate and graduate students who had not previously been involved with the program.</p> <p>Szkupinski Quiroga is classified as a staff member and has a demanding, year-round job that poses the dilemma of how to conduct research and contribute to anthropological knowledge when staff's workload does not allow for scholarly activities. Frequently, applied anthropologists doing the most impactful work in communities have the least time and incentive to write for academics, meaning that their contributions are underrepresented in scholarship (Rubinstein [<reflink idref="bib10" id="ref4">10</reflink>]). Taking the next step of making these contributions visible and available to others can happen through collaboration with those, such as tenured faculty, who have the time and expectation to produce scholarly work.</p> <p>We considered how to use our respective positions to promote research that would be fruitful both in terms of strengthening CAMP and contributing to scholarship on migrant/seasonal farmworker students in postsecondary education. Szkupinski Quiroga knew the workings of the program intimately, was a trusted colleague and mentor in the CAMP community and had a strong sense of which positive outcomes were and were not visible in the federally mandated reporting system. The funding agency (the US Department of Education) focuses largely on quantitative indicators of the program's success: credits earned, number of students who re-enrolled for their sophomore year, grade point average, four-year graduation rate, and so forth. While these metrics are indisputably important, Szkupinski Quiroga felt they failed to provide a holistic view of CAMP's impact on migrant/seasonal farmworker students at ASU. They could not account for the sense of belonging and community that many CAMP Scholars found within the program, and which many credited for their persistence at the university. Neither could required metrics demonstrate students' increased confidence in their academic identities as they embarked on multi-year journeys of discovering how they could use their higher education credentials to help their communities, in consultation with CAMP staff and peer mentors.</p> <p>For Szkupinski Quiroga, writing the grant to secure funding for CAMP and subsequently becoming the project director represented a "fork in the road," to borrow a phrase from Glaser ([<reflink idref="bib3" id="ref5">3</reflink>]), another medical anthropologist who became an applied anthropologist working in non-faculty positions. Prior to CAMP, Szkupinski Quiroga had stepped off the tenure track and was working on a state-funded grant to provide supplemental instruction to migratory elementary school students. With this nascent knowledge of the educational needs of migratory students in Arizona, coupled with her commitment to using anthropological theory for social change, she designed a program to meet the needs of different stakeholders. The grant proposal responded to the federal government's deficit-based view of "needy" migrant students–affirming the need for CAMP funding and the historical absence of such a program in Arizona universities–while also relying on anthropological insights to provide nuance and cultural context.</p> <hd id="AN0179941917-4">Thinking like an anthropologist</hd> <p>The program design envisioned and established an organizational culture where relationships of <emph>confianza</emph> (family-like trust) among students, families, and CAMP staff could flourish. In order to make the design legible to non-anthropological audiences–e.g., federal grant reviewers from educational research backgrounds–anthropological concepts like <emph>confianza</emph> (used to refer to relationships of mutual obligation and deep trust in Mexican-origin communities; Vélez-Ibáñez [<reflink idref="bib12" id="ref6">12</reflink>]) were "translated" into reviewer-friendly language like "sense of belonging" and "culturally responsive education." In practice, nurturing a sense of belonging among CAMP Scholars has involved providing opportunities for them to recognize and theorize their families' struggles to make education an attainable goal considering the historical context of migratory agricultural labor in the Southwest.</p> <p>One key way this is accomplished is through requiring CAMP Scholars to take a qualitative research methods course in their second semester, taught by Szkupinski Quiroga with guest lectures by O'Connor and other faculty "friends of CAMP." The course guides students through the research process, from formulating research questions (that would be most appropriately answered through primary data collection) to presenting results to different audiences on and off campus. Students are tasked to study self, family, or community using participant observation (including writing fieldnotes), ethnographic interviewing, oral history, and/or autoethnography. In addition to technical "how to" pieces from <emph>The Ethnographer's Toolkit</emph> (Schensul and LeCompte [<reflink idref="bib11" id="ref7">11</reflink>]), students read <emph>testimonios</emph> from Latinx and Mexican-origin academics as examples of how family history, cultural identity, and social scientific perspectives may converge in the process of knowledge production. CAMP Scholars are thus positioned as knowledge producers and given new lenses for looking at and making sense of their own experience.</p> <hd id="AN0179941917-5">A different lens</hd> <p>This focus on interdisciplinary teaching and mentoring, through which CAMP Scholars receive "instruction in methods, theories, and application from faculty members from various disciplines" (Romero-Daza and Himmelgreen [<reflink idref="bib9" id="ref8">9</reflink>], 32), has often generated equity-focused "insider" projects. In keeping with the tradition of applied anthropological research in service to a community (Copeland and Dengah [<reflink idref="bib1" id="ref9">1</reflink>]), many student research projects have focused on the experiences of other migrant undergraduates–students "like them." This is evidence of CAMP Scholars' emerging awareness that the community of interest can be found within the university, not somewhere "out there," as well as their embrace of the idea that their own lives and contexts are worthy of study.</p> <p>Migrant/seasonal farmworker students in the program have not merely documented their own or others' experiences in postsecondary education. Some conducted comparative research at other institutions (e.g., with CAMP cohorts at Arizona Western College, a two-year institution in Yuma, AZ) or carried out analyses that considered structural barriers to migratory students' well-being at ASU (e.g., lacking formalized support to understand the financial aid system; not feeling safe at the campus fitness center). Students learned that anthropological perspectives and qualitative methods were not just tools for describing inequity but could be used to advocate for change.</p> <p>It is important to note that neither of us works primarily with future anthropologists, though we are both involved to some extent with graduate education for anthropology students. In contrast with other university-based "applications" of anthropology (Randall [<reflink idref="bib7" id="ref10">7</reflink>]; Romero-Daza and Himmelgreen [<reflink idref="bib9" id="ref11">9</reflink>]), the CAMP collaboration was not about training anthropologists, but was premised on the belief that anthropologists and non-anthropologists can benefit from applying anthropological insights in institutional settings.</p> <p>As we have discussed, Szkupinski Quiroga approached the design of CAMP as an anthropologist, using and translating anthropological principles to inform the initial shape and continual evolution of the program. However, she discovered that "as an anthropologist, you can use your skills as a middle-person to get the necessary groups together" (Rodriguez and Nichols-Whitehead [<reflink idref="bib8" id="ref12">8</reflink>], 23). In other words, an applied anthropological lens has allowed Szkupinski Quiroga to look critically at the purpose, practices, and norms of the program itself, as well as the larger institutional context in which it operates, in order to identify possible points of conflict and opportunity. Through these applied anthropological interventions, ASU's College Assistance Migrant Program, like that documented in Genareo et al. ([<reflink idref="bib2" id="ref13">2</reflink>]), has become more than a support system; it is "a learning community for migrant and seasonal agricultural farmworkers and/or their immediate families pursuing higher education" (<reflink idref="bib1" id="ref14">1</reflink>).</p> <hd id="AN0179941917-6">A fruitful collaboration</hd> <p>The CAMP research collaboration has also had significant positive impacts on people outside of CAMP itself. As an example of "bringing [anthropological] knowledge ... into our campuses by establishing beneficial relationships and programs" with a range of individuals (Rodriguez and Nichols-Whitehead [<reflink idref="bib8" id="ref15">8</reflink>], 24), our research came to include undergraduate and graduate student researchers, undergraduate research interns, and graduate research assistants. To collect qualitative data for program evaluation, O'Connor reworked his ethnographic methods class as a field school focused on the local CAMP setting where students "were expected to conduct community-based research in small groups" with staff, undergraduates, family members, and others (Romero-Daza and Himmelgreen [<reflink idref="bib9" id="ref16">9</reflink>], 32).</p> <p>Local ethnographic monitoring of CAMP provided non-CAMP undergraduate and graduate students with opportunities to develop skills for a range of academic and professional careers (Romero-Daza and Himmelgreen [<reflink idref="bib9" id="ref17">9</reflink>], 31)–e.g., interviewing, conducting participant observation, managing and analyzing data, academic writing, becoming familiar with the peer review process, understanding institutional and scholarly priorities–and has resulted, to date, in two peer-reviewed journal publications (O'Connor, Kirsch, and Maestas [<reflink idref="bib4" id="ref18">4</reflink>]; O'Connor, Mancinas, and Troxel Deeg [<reflink idref="bib5" id="ref19">5</reflink>]) on which students are co-authors. Indeed, the participants in the semester-long field school and subsequent research activities have gone on to pursue opportunities in and out of the academy–some are new assistant professors or applying for academic jobs, but others are working as instructional specialists, school administrators, or attending graduate school or medical school.</p> <p>In keeping with Szkupinski Quiroga's intentional work to position CAMP Scholars as knowledge producers, the collaboration also supported CAMP staff and alumni in developing their identities and career trajectories as critical scholar-practitioners. As such, it empowered these emerging scholar-practitioners to leverage research experiences into opportunities to work for transformative social change–for many, on behalf of their own communities and students from similar backgrounds.</p> <p>For example, among the many CAMP alumni who were later employed as office aides, peer mentors, or full-time staff members with CAMP, one alumna completed her master's degree in Higher Education and accepted a position in a university program oriented to expanding college access. CAMP's Student Recruitment and Family Engagement Coordinator at the time, Zujaila Ornelas, conducted her doctoral research on the peer mentoring program within CAMP, examining its effectiveness and offering recommendations for strengthening it (Ornelas [<reflink idref="bib6" id="ref20">6</reflink>]). Szkupinski Quiroga worked closely with Ornelas during data collection and O'Connor served on her dissertation committee. After finishing her doctorate, Ornelas became the Migrant Education Program Director for the Arizona Department of Education, where another former CAMP staff member has also worked in grants and family engagement.</p> <p>These examples demonstrate that the positive impacts of our applied anthropological approach to program design, implementation, and evaluation were not limited to CAMP Scholars and their families. Rather, as CAMP alumni and staff branched out into other programs and institutions, their experiences of becoming scholar-practitioners in ASU CAMP informed wider scholarship on migrant education and efforts on behalf of migratory students. This has taken shape in alumni and staff's own research and their involvement with our collaboration and has even influenced state-level education policy for migrant/seasonal farmworker youth.</p> <hd id="AN0179941917-7">Creating space for critical thinking with migrant undergraduates</hd> <p>In conclusion, we want to highlight that our collaboration relied on applying anthropological theory and not just anthropological know-how, as we treated anthropology as a shared heuristic (among CAMP Scholars, staff, faculty partners, and student researchers) for thinking about equity in postsecondary education. Our emphasis on applying anthropological principles locally to provide opportunities for developing critical consciousness was grounded in our belief that these principles can "[nurture] a sense of critical empathy" that translates into a broader coalition of students, staff, and faculty partners who can advocate for educational equity for a historically marginalized population (Randall [<reflink idref="bib7" id="ref21">7</reflink>], 53).</p> <p>Unlike Randall ([<reflink idref="bib7" id="ref22">7</reflink>]), however, we did not see our work in terms of challenging the neoliberalization of higher education so much as making CAMP and migrant students' experiences legible within the neoliberal logics of the university. "Help[ing] others <emph>think anthropologically,</emph>" as Randall ([<reflink idref="bib7" id="ref23">7</reflink>], 55) put it, and using applied anthropological research to shed light on CAMP's successes and center the critical voices of alumni and staff, ultimately created space to transform perceptions of migrant/seasonal farmworker students and migrant education among university administrators and gatekeepers (O'Connor, Mancinas, and Troxel Deeg [<reflink idref="bib5" id="ref24">5</reflink>]). It also provided opportunities for CAMP Scholars and alumni to rethink their own perceptions of academia and their place within it (O'Connor, Kirsch, and Maestas [<reflink idref="bib4" id="ref25">4</reflink>]).</p> <hd id="AN0179941917-8">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0179941917-9"> <title> References </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Copeland, T. J., and H. J. F. Dengah. 2016. " Involve Me and I Learn": Teaching and Applying Anthropology." Annals of Anthropological Practice 40 (2): 120 – 133. https://doi.org/10.1111/napa.12096.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref13" type="bt">2</bibl> <bibtext> Genareo, V. R., A. Meyer, C. R. Burgess, and N. Soto Ramirez. 2021. " A College Assistance Migrant Program Learning Community: A Faculty, Staff and Student Collaborative Approach." Learning Communities Research and Practice, 9 (1): 5. https://washingtoncenter.evergreen.edu/lcrpjournal/vol9/iss1/5.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref5" type="bt">3</bibl> <bibtext> Glaser, K. M. 2020. " The Many Forks in the Road: A Nontraditional Journey as a Medical Anthropologist." Practicing Anthropology 42 (1): 26 – 30. https://doi.org/10.17730/0888-4552.42.1.26.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref18" type="bt">4</bibl> <bibtext> O'Connor, B. H., H. Kirsch, and N. Maestas. 2022. " I Learned That I Don't Have to Change": Migrant/Seasonal Farmworker Undergraduates' Experiences at Academic Conferences." International Journal of Qualitative Studies in Education 2022 : 46. https://doi.org/10.1080/09518398.2022.2097746.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref19" type="bt">5</bibl> <bibtext> O'Connor, B. H., O. Mancinas, and M. Troxel Deeg. 2023. " Drops in the Ocean: Rooted Academic Identities and Transformational Resistance in a College Assistance Migrant Program." Journal of Latinos and Education 22 (2): 438 – 453. https://doi.org/10.1080/15348431.2020.1783267.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref20" type="bt">6</bibl> <bibtext> Ornelas, Z. M. 2021. " Enhancing First-Generation MSFW Students' Sense of Belonging and Retention Through Peer Mentorship." Unpublished doctoral dissertation. Arizona State University.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref10" type="bt">7</bibl> <bibtext> Randall, J. 2020. " Transformative Identities: Journeys through the Neoliberal University in Search of Social Justice." Practicing Anthropology 42 (1): 52 – 55. https://doi.org/10.17730/0888-4552.42.1.52.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref2" type="bt">8</bibl> <bibtext> Rodriguez, M. E., and P. Nichols-Whitehead. 2021. " Practicing Anthropology inside the Academy: What we Learned Applying Anthropology in Collaborating with Colleagues, Internal, and External Organizations." Practicing Anthropology 43 (2): 22 – 24. https://doi.org/10.17730/0888-4552.43.2.22.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Romero-Daza, N., and D. Himmelgreen. 2020. " Preparing Students for Applied Work in and outside Academia: Lessons Learned, Challenges, and Rewards." Practicing Anthropology 42 (1): 31 – 35. https://doi.org/10.17730/0888-4552.42.1.31.</bibtext> </blist> <blist> <bibtext> Rubinstein, R. 1986. " Reflections on Action Anthropology: Some Developmental Dynamics of an Anthropological Tradition." Human Organization 45 (3): 270 – 279. https://doi.org/10.17730/humo.45.3.j0r1w186w2162140.</bibtext> </blist> <blist> <bibtext> Schensul, J. J., and M. D. LeCompte. 2016. The ethnographer's toolkit (volumes 1–7). Lanham, MD : AltaMira.</bibtext> </blist> <blist> <bibtext> Vélez-Ibáñez, C. G. 2018. " Language Hegemonies and Their Discontents: History, Theory, Bilingualism, and Funds of Knowledge." Association of Mexican American Educators Journal 12 (2): 20 – 43. https://doi.org/10.24974/amae.12.2.393.</bibtext> </blist> <blist> <bibtext> Yosso, T. J. 2005. " Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth." Race Ethnicity and Education 8 (1): 69 – 91. https://doi.org/10.1080/1361332052000341006.</bibtext> </blist> </ref> <aug> <p>By Brendan H. O'Connor and Seline Szkupinski Quiroga</p> <p>Reported by Author; Author</p> <p></p> <p>Brendan H. O'Connor is associate professor in the School of Transborder Studies at Arizona State University and co-editor-in-chief of Anthropology &amp; Education Quarterly. He is a linguistic anthropologist and anthropologist of education who works broadly on issues of language, culture, and schooling, primarily among Mexican-origin and other Latinx students and families. He is the author of Multilingual Baseball (Bloomsbury Academic, 2023).</p> <p>Seline Szkupinski Quiroga is the founding Director and co-PI of the College Assistance Migrant Program at Arizona State University, currently in its eighth year. A first-generation student herself, she received her doctorate in Medical Anthropology from the University of California. Over the years, she has worked with immigrant, refugee, indigenous, farmworker and other marginalized communities. In 2019, she received the Tortuga Award from the national organization Mujeres Activas en Letras y Cambio Social (MALCS) in recognition of her contributions to increasing access to the educational pipeline.</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref7"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Applying Anthropology to Transform Migrant/Seasonal Farmworker Experiences in Higher Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brendan+H%2E+O'Connor%22">Brendan H. O'Connor</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8422-3305">0000-0001-8422-3305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seline+Szkupinski+Quiroga%22">Seline Szkupinski Quiroga</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Elementary and Secondary Education (ED), Office of Migrant Education – Name: NumberContract Label: Contract Number Group: NumCntrct Data: S149A210027 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Migrant+Programs%22">Migrant Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Seasonal+Laborers%22">Seasonal Laborers</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Adult+Education%22">Migrant Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Anthropology%22">Educational Anthropology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/08884552.2024.2361057 – Name: Abstract Label: Abstract Group: Ab Data: The College Assistance Migrant Program (CAMP) is a US Department of Education funded initiative to support students from migrant/seasonal farmworker backgrounds--i.e., students whose families travel seasonally to work in agriculture--during their first year as undergraduates. This article shares authors' experience of using insights from anthropology to design, develop, and evaluate CAMP at our university. A key element of this program is that students are trained in research methods inspired by anthropology, which they then use to explore the stories and knowledge found in their own families and communities. An anthropological perspective has also allowed the authors to get many different people invested in promoting and documenting the success of CAMP, including undergraduate and graduate student researchers and program alumni and staff. [This is the online first version of an article published in "Practicing Anthropology."] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: ED656442 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED656442 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/08884552.2024.2361057 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 Subjects: – SubjectFull: Migrant Programs Type: general – SubjectFull: Seasonal Laborers Type: general – SubjectFull: Migrant Adult Education Type: general – SubjectFull: Minority Group Students Type: general – SubjectFull: Educational Anthropology Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Student Experience Type: general – SubjectFull: First Year Seminars Type: general – SubjectFull: Culturally Relevant Education Type: general Titles: – TitleFull: Applying Anthropology to Transform Migrant/Seasonal Farmworker Experiences in Higher Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brendan H. O'Connor – PersonEntity: Name: NameFull: Seline Szkupinski Quiroga IsPartOfRelationships: – BibEntity: Dates: – D: 11 M: 07 Type: published Y: 2024 Titles: – TitleFull: Grantee Submission Type: main |
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