The Ronald McNair Post-Baccalaureate Achievement Program provides undergraduate students an opportunity to work with a faculty mentor, explore and research in their discipline, while preparing for future graduate school enrollment.
The program is named for Ronald Erwin McNair, one of the first African-American astronauts and is designed to increase the number of low-income, first-generation students, or underrepresented students in doctoral degree programs.
The McNair Scholars Program is funded by a grant from the United States Department of Education.
To find out more information about the McNairs Scholar Program, click here!
McNair Scholar 2012-2013
Research:"But You Don't Look like a Lesbian: The Portrayal of Queer Life"
Feminine queer women are located at a unique intersection of sex and gender, one that is both normative and queer. This particular junction allows for an opportunity to probe queer theory's need to categorize, a need present despite its wish to remove any affiliation with identity politics or tendency to differentiate others based on sex and gender. My McNair project, (Re)Conceptualizing the Normative: A Glimpse into the Radical Potential and Ultimate Failure of Queer Politics, challenged queer theory's and queer politics' proposed inclusiveness. In spite of its desire to eliminate the tendency to characterize identity into concrete boxes, queer theory creates a divide between the queer and the non-queer, a split that ruptures the very essence of queerness. Focusing on queer feminine women's experiences within queer spaces, I demonstrated how even within a politics that intrinsically shies away from identity distinctions, queer politics upholds a political inclination to stratify those not adhering to a suitable queer performance."
Dora X. Lopez Mata
McNair Scholar 2012-2013
Research:"Las Hijas Del Campo: Testimonios of Mexican/Chicana College students"
This research assesses college students' experiences about their educational experiences as daughters of farm workers. The research explores the problems and inequalities in the U.S educational system as these problems and inequalities impact Mexican/Chicana college students who come from farm workers' families and are first-generation college students. This study examines the positive effects that Mexican farm worker parents have on the education of their children. The study may help illuminate lessons that are learned, furthermore, within the communities and families that support the educational struggles of the college students. Feminist testimonios (Latina Feminist Group, 2001) is the method used in this research to conduct a qualitative study to expose and explore the educational strengths and assets of the participants.
McNair Scholar 2012-2013
Research:"Dancing Bomba: A Diasporic Context for Social Meaning and Change in Los Angeles"
My qualitative study explored the performance of Bomba and its historical evolution from the rural regions of Puerto Rico to the urban spaces of Los Angeles. Bomba is the name of a dance and a group of related dances that evolved in the 17th century in Puerto Rico. I investigated the social reasons for the changes and how different social contexts - urban Puerto Rico, New York, and Los Angeles – have changed the way the dance is understood and performed. Additionally, I examined the extent to which dance performances, such as Bomba, have the potential to affect and change context and social dynamics where they are performed. Specifically, this research explored the performance of the dance in Los Angeles largely by Afro-Latino performers to bridge the divide between African American and Latinos communities in the area.
The new “Internship Option” for GEMS seniors will be introduced this academic year.
Beginning Winter Quarter 2014, GEMS Students can chose a two-quarter Internship or Sr. Project option for their graduation requirement.
GEMS seniors are required to enroll in EWS 395, Methods of Ethnic and Women’s Studies, during Fall Quarter 2013. The Internship component will begin Winter Quarter 2014 (EWS 461-02) and continue through Spring Quarter 2014 (EWS 462-02).
Approved Internship sites will be posted at the end of Fall Quarter and students will have an opportunity to review them. Student eligibility requirements will be forthcoming.
For more information, contact Dr. Gilbert Cadena by email or by (909) 869-3595.
The Senior Capstone represents the synthesis of each student's academic training, by requiring her/him to conduct an in-depth, sophisticated analysis of a research topic of their choosing. During the course of the academic year students produce an original, interdisciplinary ethnographic study. At the conclusion of their study students produce a final portfolio that includes their research findings, academic literature review and final paper. In addition, students craft a ten minute oral presentation on the analysis of their findings for the EWS Symposium.
To see the schedule for the 2012-2013 Senior Capstone Projects, please click here.