Disrupting hegemonic whiteness: Testimonios as critical race counter-narratives along the community college pathway

Abstract

The purpose of this qualitative case study focused on the early lived experiences of working-class Mexican American students in a community college in Oregon, USA. This article considers hardships that influence student's decision to pursue a community college education. The research questions for the study are "How do your early lived experiences influence you to pursue a community college education"? "What do you foresee as you complete your community college studies"? Each student participant provided their testimonios, all data was recorded, then transcribed for themes. The findings that emerged from testimonios were in relation to family struggle, early schooling experiences, and optimism in their education. Such experiences further the need to examine alienation within institutions of higher education. The author calls for community colleges to critically examine hegemonic whiteness while considering what can be learned in engaging with Mexican American students in their struggles to further their educational aspirations.