Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom.

Adrienne Edwards-Bianchi; Grettel Beltran

Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom.

Adrienne Edwards-Bianchi
, Grettel Beltran

Department of Counseling and Human Services

Sojourn Counseling Group

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Family Science Review
State	Published - Nov 2024

Cite this

Edwards-Bianchi, A., & Beltran, G. (2024). Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. . Family Science Review.

Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. . / Edwards-Bianchi, Adrienne; Beltran, Grettel.
In: Family Science Review, 11.2024.

Research output: Contribution to journal › Article › peer-review

Edwards-Bianchi, A & Beltran, G 2024, 'Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. ', Family Science Review.

Edwards-Bianchi A, Beltran G. Integrating Critical Family History with Collaborative Autoethnography in an Independent Study: In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. . Family Science Review. 2024 Nov.

Edwards-Bianchi, Adrienne ; Beltran, Grettel. / Integrating Critical Family History with Collaborative Autoethnography in an Independent Study : In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. . In: Family Science Review. 2024.

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