Michelle Fine

The Weight of the Hyphen: Freedom, Fusion and Responsibility Embodied by Young Muslim-American Women During a Time of Surveillance

This article reports on a qualitative investigation of 15 young Muslim-American women living in New York City, after 9/11 and in the midst of the Patriot Act. Participants completed surveys about identity, discrimination, and coping; drew “identity maps” to represent their multiple identities and alliances; and participated in focus groups on several college campuses in the New York metropolitan area. Focus groups were conducted to investigate collectively their sense of hyphenated identities, their experiences of surveillance and their responses to scrutiny in families, communities, on the streets and in the political public sphere. Implications for the theoretical and empirical study of immigrant youth “under siege” are developed, with a particular focus on the burdens and responsibilities embodied by daughters of the second generation of Muslim-Americans.

Working Between Worlds: Qualitative Methods and Social Psychology

We invite social psychologists in the United States to join with psychologists in other countries and with researchers in other disciplines to include qualitative approaches in their research repertory. Several classic studies in social psychology used field-based qualitative approaches, yet in recent decades, these ways of working have been on the margins of American social psychology. We explore what a qualitative stance offers and entails, giving examples from our own and others research. The relentless attention that qualitative workers have given to issues of bias, subjectivity, and research ethics prompts us to consider how such issues are always present in research, regardless of its methods.

Hungry for an Us: Adolescent Girls and Adult Women Negotiating Territories of Race, Gender, Class and Difference

This article explores conversational territory covered by an ongoing `girls group of six women, four adults, spanning age, generation, race/ethnicity and social class categories. Discourse analysis of these conversations allows us to follow the young womens collective talk, their early and desperate struggle for sameness, and then to trace our bumpy journey, ultimately, into a discourse of power and difference. The article marvels at our collective ability, among women, to move toward difference, and ends with worries about young womens inability/refusal to analyze for power or difference when talking about `personal relations with young men.

Puerto Rican Men and the Struggle for Place in the United States An Exploration of Cultural Citizenship, Gender, and Violence

This article explores the construction of masculinity among poor and working-class Puerto Rican men on the mainland, filling a distinct gap in both the literatures on Puerto Ricans and mens studies. Based on extensive interviews with a group of Puerto Rican men, the authors focus on the ways in which these men are staking out their identity on the mainland, as well as the social context in which this identity construction is taking place. It is argued that an affirmation of cultural citizenship is wrapped around notions of patriarchal authority and that a screaming to be heard “as a man” on the mainland exists within a context in which these men are stripped of all the costumes and accoutrements that enable “men to be men.” The subject of domestic violence is also probed.

Leadership in Solidarity: Notions of Leadership Through Critical Participatory Action Research With Young People and Adults

The authors trace the connections between multigenerational participatory action research and relational approaches to shared leadership, illustrating how the collective production of knowledge through research builds youth leadership capacity.

Promising Practices in Perilous Times: How do we Write Through an Ink of Affect?

August 2017: Trump may rescind DACA, “Trump said that immigrant youth could ‘rest easy’ and Speaker Ryan said we were safe, but has done nothing,’ ... “Now Trump is considering taking protections away from me and 800,000 immigrant youth to make us vulnerable to being chased down by ICE agents, locked in detention camps and deported. This is outrageous.” Greisa Martinez Rosas, advocacy director of United We Dream... May 2017: I visited colleagues who teach at a university in the Southwest and two faculty explained that their mother, and uncle, respectively, in their 80s, won’t go to the hospital, drive a car, shop alone for fear of border guards and potential interrogation. February 2017: Speaking to a crowd of maybe 300 Arab/Muslim students at Queensborough Community College, many first generation, I asked: “The Council on American Islamic Relations reports that hate crimes against Muslims, particularly women wearing hijab, has spiked in 2017....Howmany of you feel a bit more vulnerable to verbal or emotional threats in the last six months?” Many hands were raised. “How many told a police officer?” No hands. “A teacher?” No hands. “Your family?”No hands. A hand rose in the back: “My aunt is scared to take her daughter to the emergency room when she fell and we thought she broke her leg. She was scared she would be deported, or her daughter taken from her.” The affects of State terror, inflicted on immigrant and refugee communities, saturate the margins of the articles in this volume. I read, and am torn. The articles are exquisite reviews of best practices for immigrant and refugee youth in public schools. Chandler Mirando and Hua-Yu Sebastian Cherng describe the practice and consequences of responsive assessment and performance based accountability systems; Mary Mendenhall and Lesley Bartlett chronicle how family-–school–university partnerships are negotiated around the gifts and needs of resettling refugees; Rebecca Lowenhaupt and Nicholl Montgomery elaborate a district–university partnership as a site for culturally informed family engagement work; Danny Walsh offers with stunning clarity the design and scaffolding of a participatory action research project offered through College Now at CUNY; Margary Martin and Carola SuarezOrozco animate the grounding principles and Michelle Fine is at the Graduate Center, CUNY, New York, New York. Correspondence should be addressed to Michelle Fine, Graduate Center, CUNY, 365 Fifth Avenue, New York, NY 10016. E-mail: mfine@gc.cuny.edu Theory Into Practice, 57:154–161, 2018 Copyright