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Cited by 1,009Feminist Epistemology and Gender StudiesCritical Race Theory in EducationLatin American and Latino Studies

Using a Chicana Feminist Epistemology in Educational Research

Bernal, Dolores Delgado·1998·Harvard Educational Review
DOI 10.17763/haer.68.4.5wv1034973g22q48
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Abstract

In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of Chicana feminists, questions the notions of objectivity and a universal foundation of knowledge. A Chicana feminist epistemology is also grounded in the life experiences of Chicanas and involves Chicana research participants in analyzing how their lives are being interpreted, documented, and reported, while acknowledging that many Chicanas lead lives with significantly different opportunity structures than men or White women. As part of this framework, Delgado Bernal also introduces the concept of cultural intuition to name a complex process that acknowledges the unique viewpoints that many Chicana scholars bring to the research process. In the latter half of the article, she illustrates the importance of this framework in educational research by describing an oral history project on Chicana student resistance and activism as seen from this framework. Her conceptual discussion and research example together demonstrate that employing a Chicana feminist epistemology in educational research is one means of resisting traditional paradigms that often distort or omit the experiences and knowledge of Chicanas. (pp. 555-582)

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  • CRT challenges White privilege and refutes the claims that educational institutions make toward objectivity, meritocracy, colorblindness, race neutrality and equal opportunity.

    “CRT challenges White privilege and refutes the claims that educational institutions make toward objectivity, meritocracy, colorblindness, race neutrality and equal opportunity.”

    From Whose culture has capital? A critical race theory discussion of community cultural wealth (2005) · cites this paper as Delgado Bernal, 1998

Citations

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Research works printed but not linked: 8

  1. Alarcón, N., Castro, R., Pérez, E., Pesquera, B., Sosa-Riddell, A., & Zavella, P. (Eds.). (1993). Chicana critical issues. Berkeley: Third Woman Press.
  2. Delgado Bernal, D. (in press). Chicana/o education from the civil rights era to the present. In J. F. Moreno (Ed.), The elusive quest for equality: 150 years of Chicano/Chicana education. Cambridge, MA: Harvard Educational Review.
  3. Harding, S. (Ed.). (1987). Feminism and methodology. Milton Keynes, Eng.: Open University Press.
  4. Muñoz, C.,Jr. (1973). The politics of Chicano urban protest: A model of political analysis. Unpublished doctoral dissertation, Claremont Graduate School.
  5. Negrete, L. R. (1972). Culture clash: The utility of mass protest as a political response. Journal of Comparative Cultures, 1, 25-36.
  6. Puckett, M. (1971). Protest politics in education: A case study in the Los Angeles Unified School District. Unpublished doctoral dissertation, Claremont Graduate School.
  7. Talavera-Bustillos, V. (1998). Chicana college choice and resistance: An exploratory study of first-generation Chicana college students. Unpublished doctoral dissertation, University of California, Los Angeles.
  8. Villalpando, O. (1996). The long term effects of college on Chicano and Chicana students: "Other oriented" values, service careers, and community involvement. Unpublished doctoral dissertation, University of California, Los Angeles.

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Metadata

Authors
Bernal, D. D.
Affiliations
University of California, Davis (US)
Corresponding author
Bernal, Dolores Delgado
ORCID
Bernal, Dolores Delgado
Venue
Harvard Educational Review
Publisher
Harvard Education Publishing Group
Published
1998-12-01
Volume
68
Issue
4
Pages
555-583
ISSN
  • 0017-8055 (ISSN-L)
  • 1943-5045
DOI
10.17763/haer.68.4.5wv1034973g22q48
OpenAlex
W1930672182
Semantic Scholar
77dc7eb67d42bbed382ae414964447792566e787
Cited by
1,009
References
36
Citations by year
2026: 51 · 2025: 72 · 2024: 67 · 2023: 99 · 2022: 76 · 2021: 70 · 2020: 60 · 2019: 66 · 2018: 58 · 2017: 47 · 2016: 46 · 2015: 34 · 2014: 44 · 2013: 32 · 2012: 37
FWCI
15.95
Type
journal article
Language
en
Open access
closed
Locations
Harvard Educational Review (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Feminist Epistemology and Gender Studies
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Cultural Studies › Latin American and Latino Studies
Keywords
Chicana feminist epistemology, Chicana feminism, objectivity, universal knowledge, oral history, resistance, epistemological paradigms, marginalized knowledge

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