Borderland pedagogies of cariño: theorizing relationships of care from teacher practice with Latina mothering students

Reyes, Ganiva

doi:10.1080/09518398.2020.1771464

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Her counselor’s experience particularly showed her that there were possibilities for holding onto her family while surviving and thriving through this change in a new and unfamiliar context. This experience also highlights the sisterhood (Burciaga & Taveres, 2006; Cutri et al, 1998), muxerista mentoring (Ek et al, 2010), and cariño (Reyes, 2021) that is developed among Chicana/Latina students as they enter and navigate college away from their families, but in community with each other at the institution.…”

Section: Resultsmentioning

confidence: 92%

Navigating the university as nepantleras: The college transition experiences of Chicana/Latina undergraduate students.

Ramirez¹,

Puente²,

Contreras³

2023

Journal of Diversity in Higher Education

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Chicana/Latina undergraduate students represent a significant and growing proportion of student enrollment in higher education institutions in the United States, particularly in states like California that have critical masses of Chicanx/Latinx communities. Despite their increasing enrollment rates, Chicana/Latina college students continue to experience racial/ethnic and gendered isolation, academic and culture shock, feelings of imposter syndrome, and a lack of belonging at the university. This article applied Anzaldúa's theoretical concept of nepantla to the college transition experiences of 18 Chicana/Latina mujeres who participated in a Summer Bridge program at a research-intensive, public 4-year university in Southern California. Through interview and focus group data, we found that Chicana/Latina students were constantly negotiating their racial and gendered identities with their new college student identities. The clash between their former realities and new realities positioned them as atravesadas within a university context that questioned their aptitude for higher education, which detrimentally impacted their perception of themselves as students. The fusing of their old and new realities led the Chicana/Latina students in our study to form a new, complex, and informed reality that emerged from their old and new worlds on their own terms and through their own understanding of collegiate success. Given these mujer-centered findings, this article challenges the linearity and assimilationist undertones of leading college transition frameworks and models that are unfit to explain the ongoing transition experiences of Chicanas/Latinas. Further, this article advances an understanding of the transition to college for Chicana/Latina students that is mujer-centered, multidimensional, and fluid.

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Section: Resultsmentioning

confidence: 92%