The Xicana Sacred Space resulted from an effort to develop a framework that would center the complexities of Chicana ontology and epistemology as they relate to social action projects in our communities. Claiming indigenous roots and ways of knowing,the Xicana Sacred Space functions as a decolonizing tool by displacing androcentric and Western linear notions of research in favor of a Mestiza consciousness(Anzaldúa, 1999). Organically born, the space proved to be an important source of knowledge, strength, inspiration, and reflexivity for the authors in their journey as graduate students. Here the authors explain how the space evolved and detail its promise as a tool for raising consciousness, gaining strength, cultivating cultural intuition (Delgado Bernal, 1998), examining positionalities and standpoints, and achieving intellectual growth among those interested in conducting decolonial, emancipatory,and feminist research and action projects.

The Covid-19 pandemic was a primary cause for the decline in college enrollment rates for Latino/x college men over the last two years. The aim of this qualitative study was to explore how these students discussed their decisions to attend and enroll college since the onset of the pandemic. Using the Theory of planned behavior (Azjen, 1991), we tried to understand how Latino/x college men, who were first time in enrolled in college, navigated their educational experiences in South Texas Hispanic Serving Institutions. The findings revealed sobering realities that these students faced uncertainty, isolation, mental health concerns, but they also relied on faculty members, staff, and student peer groups to survive the pandemic. We conclude with recommendations that educational leaders, faculty members, and professional staff should consider to develop a college climate and classroom environment which values Latino/x college men and improves their educational outcomes.

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