Dialoguing the Latina Experience in Higher Education

Abstract

In this article, the authors discuss experiences and processes in their professional development as Latina academics. They frame their dialogue chronologically around the following themes: family background, graduate school, experiences with colleagues, participation in academia, interactions with students, and situations that inspire and motivate. By sharing their perspectives on issues linked to their status as women of color, the authors construct meaning and identify potential strategies for recruitment and success of minority students and academics.

“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community ThroughMuxeristaMentoring

“…To dismantle these oppressions, we must critically examine "systemic factors that perpetuate deficit thinking and reproduce educational inequities for students from non-dominant sociocultural and linguistic backgrounds" (García & Guerra, 2004, p. 155). A more equitable representation of Chicanas/Latinas in the academy is challenged by intersections of racism, sexism, classism, and other forms of oppression (Cooper & Stevens, 2002;Cuádraz & Pierce, 1994;Escobedo, 1980;Park, 1996;X. Reyes & Rios, 2005;Vasquez, 1982).…”

“…For Chicanas/Latinas in academia, accessing the rules and culture of publication is difficult, given our past experiences of having our abilities constantly questioned and scrutinized (Chait, 2002;X. Reyes & Rios, 2005;Turner, 2002).…”

Pedagogies fromNepantla:Testimonio, Chicana/Latina Feminisms and Teacher Education Classrooms

“…This exploratory study examines our stories as two Chicana/Latina feminists wanting to theorize our practice as educators. We employed a narrative approach and dialogical research methods (Padilla, 1992;Reyes & Ríos, 2005) conducted over the course of two years. Our dialogues-translating ourselves for each other-functioned in a reformulated tradition of testimonio.…”

“…And there is even less knowledge about the teacher educator of color-Latina teacher educators among these. We are inspired by women of color in institutions of higher education who have theorized their pedagogies and identities in teacher education and ethnic studies classrooms (Asher, 2005;Beauboeuf-Lafontaine, 2005;Elenes, 2001;hooks, 1994;Rendón, 2009;Reyes & Ríos, 2005;Rodriguez, 2006). These scholars develop borderlands pedagogies (Elenes, 2001), womanist of color pedagogies (Asher, 2005), critical race feminist epistemologies (Delgado Bernal, 2002;Rodriguez, 2006), and describe the challenges of women of color in predominantly white institutions (Flores & Garcia, 2009;Vargas, 2002).…”

Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences

“…Mostly, these studies dissect faculty experiences into support systems and challenges. Resiliency in faculty is supported when they feel satisfaction due to having job flexibility, opportunities for growth, and positive student interactions (Reyes & Ríos, 2005;Sorcinelli & Austin, 1992). Latina faculty specifically mentioned being resilient due to the existence of Chicana/Latina campus organizations, Latina mentors, and on and offcampus networking opportunities with Latina/o leaders (González, 2005;Reyes & Ríos, 2005).…”