In this essay, we challenge the normalcy of white supremacy and patriarchy in graduate education ... more In this essay, we challenge the normalcy of white supremacy and patriarchy in graduate education by drawing on our personal and professional experiences as young Chicana/Latina doctoral students. These systems of oppression work in tandem to give legitimacy to the contributions of white women and white men while marginalizing the identities, experiences, and ways of knowing of women of colors scholars. The added layer of being young women of color further contributes to our marginalization and erasure in graduate education and in the academy more broadly. We discuss some of the challenges young Chicanas/Latinas face in pursuit of their doctoral dreams rooted in relevant literature, women of color feminist theories, and our own experiences. We also share some consejos (advice) on navigating graduate education that seek to heal, empower, and build solidarity with current and future generations of young women of color scholars.
The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from ins... more The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from institutionally marginalized communities. This article specifically examines the college (in)opportunities and conscious choices of rural Latinx students from California’s San Joaquin Valley as they pursued higher education during the pandemic. This article applies a Critical Race Spatial Analysis (CRSA) framework to analyze the intersections of race, space, and college (in)opportunity for rural Latinx students. Additionally, this article draws on a college-conocimiento framework to argue that despite navigating deep-seated sociospatial inequities, rural Latinx students still enrolled in college. Using Chicana/Latina feminist pláticas and geographic information systems (GIS), this article takes a mixed methods research approach to analyze rural Latinx students’ college (in)opportunities and conscious choices during the COVID-19 pandemic, which disproportionately impacted their im/migrant farm working families and communities. Results from the pláticas and maps revealed that rural Latinx students lacked access to quality technological devices, internet infrastructure, high speed internet, and college information and guidance. Still, rural Latinx students enrolled in colleges that aligned with their and their families’ financial and emotional realities during the ongoing pandemic. The article concludes by providing rural Latinx-serving school districts with recommendations for increasing college access amid and beyond the COVID-19 pandemic.
New directions for student leadership, Mar 1, 2023
This article provides an overview of important social and political contexts that underscore the ... more This article provides an overview of important social and political contexts that underscore the need for an increased focus on the role of social justice in leadership education and development discourse. The article also discusses key misconceptions that inhibit critical conversations about leadership education and a leadership framework that designed to center social justice in leadership development efforts.
In this essay, we challenge the normalcy of white supremacy and patriarchy in graduate education ... more In this essay, we challenge the normalcy of white supremacy and patriarchy in graduate education by drawing on our personal and professional experiences as young Chicana/Latina doctoral students. These systems of oppression work in tandem to give legitimacy to the contributions of white women and white men while marginalizing the identities, experiences, and ways of knowing of women of colors scholars. The added layer of being young women of color further contributes to our marginalization and erasure in graduate education and in the academy more broadly. We discuss some of the challenges young Chicanas/Latinas face in pursuit of their doctoral dreams rooted in relevant literature, women of color feminist theories, and our own experiences. We also share some consejos (advice) on navigating graduate education that seek to heal, empower, and build solidarity with current and future generations of young women of color scholars.
The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from ins... more The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from institutionally marginalized communities. This article specifically examines the college (in)opportunities and conscious choices of rural Latinx students from California’s San Joaquin Valley as they pursued higher education during the pandemic. This article applies a Critical Race Spatial Analysis (CRSA) framework to analyze the intersections of race, space, and college (in)opportunity for rural Latinx students. Additionally, this article draws on a college-conocimiento framework to argue that despite navigating deep-seated sociospatial inequities, rural Latinx students still enrolled in college. Using Chicana/Latina feminist pláticas and geographic information systems (GIS), this article takes a mixed methods research approach to analyze rural Latinx students’ college (in)opportunities and conscious choices during the COVID-19 pandemic, which disproportionately impacted their im/migrant farm working families and communities. Results from the pláticas and maps revealed that rural Latinx students lacked access to quality technological devices, internet infrastructure, high speed internet, and college information and guidance. Still, rural Latinx students enrolled in colleges that aligned with their and their families’ financial and emotional realities during the ongoing pandemic. The article concludes by providing rural Latinx-serving school districts with recommendations for increasing college access amid and beyond the COVID-19 pandemic.
New directions for student leadership, Mar 1, 2023
This article provides an overview of important social and political contexts that underscore the ... more This article provides an overview of important social and political contexts that underscore the need for an increased focus on the role of social justice in leadership education and development discourse. The article also discusses key misconceptions that inhibit critical conversations about leadership education and a leadership framework that designed to center social justice in leadership development efforts.
The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from ins... more The ongoing global COVID-19 pandemic has exacerbated educational inequities for students from institutionally marginalized communities. This article specifically examines the college (in)opportunities and conscious choices of rural Latinx students from California’s San Joaquin Valley as they pursued higher education during the pandemic. This article applies a Critical Race Spatial Analysis (CRSA) framework to analyze the intersections of race, space, and college (in)opportunity for rural Latinx students. Additionally, this article draws on a college-conocimiento framework to argue that despite navigating deep-seated sociospatial inequities, rural Latinx students still enrolled in college. Using Chicana/Latina feminist pláticas and geographic information systems (GIS), this article takes a mixed methods research approach to analyze rural Latinx students’ college (in)opportunities and conscious choices during the COVID-19 pandemic, which disproportionately impacted their im/migrant farm working families and communities. Results from the pláticas and maps revealed that rural Latinx students lacked access to quality technological devices, internet infrastructure, high speed internet, and college information and guidance. Still, rural Latinx students enrolled in colleges that aligned with their and their families’ financial and emotional realities during the ongoing pandemic. The article concludes by providing rural Latinx-serving school districts with recommendations for increasing college access amid and beyond the COVID-19 pandemic.
New directions for student leadership, Mar 1, 2023
This article showcases the lessons we learned from developing and facilitating a doctoral‐level c... more This article showcases the lessons we learned from developing and facilitating a doctoral‐level course on the topic and praxis of positionality in the field of education studies. We contend that positionality is integral to critical consciousness building and leadership development among doctoral students and other higher education leaders.
Rural students face multiple issues pursuing higher education, including financial hardships, ina... more Rural students face multiple issues pursuing higher education, including financial hardships, inadequate college preparation, and geographic isolation from postsecondary institutions. These issues are further complicated for rural Latinx students, especially those from immigrant farm working backgrounds, who are positioned at the intersection of multiple systems of oppression. Yet, rural Latinx students’ college choice and transition experiences are rarely centered in the higher education literature. This article examined the college choices of nine rural Latinx high school seniors from California’s San Joaquin Valley who chose to attend a public higher education institution in this agricultural region. This article drew on three indicators from the culturally engaging campus environments (CECE) model and employed a Chicana/Latina feminist pláticas methodology to analyze the campus elements that motivated rural Latinx students to enroll in public institutions in the San Joaquin Vall...
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