Developing A Leadership Identity:  A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

Onorato, Suzanne M

doi:10.25148/etd.fi10081204

Cited by 2 publications

(3 citation statements)

References 47 publications

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“…An HSI is defined as a non-profit, degree-granting institution with full-time equivalent undergraduate enrollments of at least 25% Hispanic students (Onorato, 2010;Owles, 2009;Nora & Crisp, 2009). Documenting the experiences of Latina lesbians at an HSI is important given the rapidly growing Latino population within the United States and the marginalization Latina lesbians often experience within Latino communities (Espín, 2012;Torres & Pertusa, 2003).…”

Section: Background Of the Problemmentioning

confidence: 99%

“…The classification of Hispanic was a term developed by the United States government to classify people who had a shared common Spanish language. It does not recognize the differences in values, experiences, gender, ethnicity, sexual orientation or cultures of the group (Onorato, 2010;Owles, 2009). Subsequently, the terms Latino and…”

Section: Background Of the Problemmentioning

confidence: 99%

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Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

Vega¹

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The purpose of this phenomenological study was to explore the experiences of 15Latina lesbian students and their perceived sexual identity development at a predominately Hispanic-serving Institution (HSI). Participants for this study were purposefully selected using criteria, convenience, and snowball sampling.Using a conceptual framework comprised of the four tenets consistent across the spectrum of all sexual identity development models, participants' experiences were described, analyzed, and interpreted to inform the study. Data were collected through individual face-to-face interviews, using an interview protocol, and were analyzed using inductive, deductive, and comparative analyses.Three themes emerged during the inductive analysis: (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care. In the deductive analysis, a rubric of a priori codes was derived from their (a) cultural perspectives, (b) identity awareness, and the four tenets sexual minorities consistently experience which included: (c) alienation, (d) social exclusion, (e) vii disclosure, and (f) self-acceptance of a non-heterosexual identity. The deductive analysis confirmed that participants' experiences and perceived levels of sexual identity development were determined by the challenge or support they received from family, peers, and their Hispanic-serving institution overall. The comparative analysis revealed an overlap of the inductive and deductive themes. Among 15 participants, the inductive themes of (a) the trifecta: family, religion and gender, (b) the paradox of being Latina and lesbian, and (c) institutional care were present in all segments of the deductive analysis.The findings highlighted the complex and challenging experiences of Latina lesbians as they attempt to navigate their intersections of sexuality, gender, and culture in the context of higher education. The study makes a critical contribution to understanding the experiences and sexual identity development of Latina lesbian students at an HSI. The study concluded that while Latina lesbian students struggle to reconcile their Latina and lesbian identities, their experiences at a HSI can be a source of challenge or support in their overall well-being and identity development.

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Section: Background Of the Problemmentioning

confidence: 99%

Section: Background Of the Problemmentioning

confidence: 99%

Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

Vega¹

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“…Latino/a students. The literature on college student leadership continues to grow as it relates to students of color (Renn, 2007;Renn & Ozaki, 2010), particularly Latino/a students (Acosta & Guthrie, 2020;Lozano, 2015a;Onorato, 2010;Onorato & Musoba, 2015).…”

Section: Implications For Future Researchmentioning

confidence: 99%

DEFINING A LEADER: The Leadership Identity Development of Latino Men

Acosta¹,

Guthrie²

2021

Journal of Leadership Education

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Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. The evolving literature includes research on how race influences the leadership identity development of college students, which can support their retention and graduation from postsecondary institutions. Gaps exist in the literature on how the definitions of leaders and leadership influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men. Using a case study methodology, we studied the how definitions of leaders and leadership influenced the leadership identity development of Latino men and how that influenced their placement in the LID model (Komives et al., 2005). Thirteen Latino men in the Southeastern U.S. were interviewed. Participants' definitions and perspectives of leaders and leadership placed them all in the Leader Identified stage of the LID model. Implications for leadership educators regarding practice and research are provided.

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Developing A Leadership Identity: A Case Study Exploring a Select Group of Hispanic Women at a Hispanic Serving Institution

Cited by 2 publications

References 47 publications

Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

Latina Lesbian Students: Understanding their Experiences and Perceived Sexual Identity Development at a Hispanic-Serving Institution

DEFINING A LEADER: The Leadership Identity Development of Latino Men

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