Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

Abstract

The authors used narrative inquiry and Anzaldúa's () bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the doctoral program culture affected their professional identity. Implications for counselor education include engaging Mexican American women in academic activities congruent with their ethnic identities.

Multimodal life history narrative

“…Narrative research draws upon a wide range of oral and autobiographical storytelling from around the globe, which transcend national and cultural boundaries and provides a route for understanding diverse lives (Chinyamurindi, 2016;Coetzee & Nuttall, 1998;Cortazzi & Jin, 2006;Hinojosa & Carney, 2016;Lessard, Caine & Clandinin, 2015;Trahar, 2006). Located within this field is a small, but growing number, of researchers who are adopting a more multimodal and multisensory approach by focusing upon embodied, active or emotional engagements that occur during storytelling.…”

Student Reflective Literacy Practices and the Professional Development of Mexican American Women Post-Secondary Educators

“…Espino's study suggests that these Mexican American women found a sense of empowerment as they learned to successfully integrate both the conflicting and supportive consejos and find ways to excel in academia. Studies also suggest that when Latina women PSEs are able to integrate their cultural identities into their professional identities (e.g., teach about culturally relevant topics, research issues related to their cultures), they feel empowered (Castillo-Montoya & Torres-Guzmán, 2012;Hinojosa & Carney, 2016). Conversely, research suggests that Latinas in post-secondary settings feel disempowered when they are silenced or neglected.…”

“…However, we noticed that these three concepts incorporated contrasting characteristics. For example, studies indicate that Mexican American women often use their voice, or sense of agency, to stand up for themselves within post-secondary education settings, but also often feel their voices are silenced, or ignored, in these same environments (Hinojosa & Carney, 2016).…”

“…Conversely, research suggests that Latinas in post-secondary settings feel disempowered when they are silenced or neglected. Symptoms related to disempowerment include: avoiding their academic institutions and/or downgrading their academic career goals (Gonzalez, 2006;Hinojosa & Carney, 2016).…”

“…For example, when women of color find their voices in academia, they may start speaking up against oppression within their institutions (González, 2006;Hinojosa & Carney 2016). Many women of color also use their teaching, research, and service as methods to express their voices and document the experiences of other women of color (Castillo-Montoya & Torres-Guzmán, 2012).…”