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Well-being and healing as resistance: testimonios of Latina students’ arrebatos in California community colleges

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Well-being and healing as resistance: testimonios of Latina students’ arrebatos in California community colleges

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Content Well-Being and Healing as Resistance: Testimonios of Latina Students’ Arrebatos in
California Community Colleges
Ingrid Yanneth Sotelo
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2024

© Copyright by Ingrid Yanneth Sotelo 2024
All Rights Reserved

The Committee for Ingrid Yanneth Sotelo certifies the approval of this Dissertation
Laura Rendón
Atheneus Ocampo
Sheila Bañuelos, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This study explored the arrebatos (academic and non-academic) challenges and well-being
experiences of Latina students in California community colleges (CCCs). Grounded in
Anzaldúa’s theory of conocimiento and Prilleltensky’s psychopolitical well-being theory, the
study captures the testimonios of eight Latina students, the arrebatos (academic and nonacademic challenges, stressors, trauma, life transitions, and loss of foundation) they experience
and the well-being perceptions, experiences, and practices Latina students employ to combat the
arrebatos experienced while enrolled in CCCs. Qualitative methods were used, namely
testimonio, to tell the stories of eight Latina students. Their challenges, as well as their personal,
relational, and communal strategies for well-being, highlight the assets, resilience, and resources
these students utilize to thrive and not only survive through college.
Keywords: Latina students, California community college, qualitative research,
testimonios, psychopolitical well-being theory, theory of conocimiento, arrebatos, academic
trauma, well-being

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Dedication
To Latina community college students navigating their academic and wellness journeys—may
your strength, wisdom, and perseverance light the path for generations to come.
To my daughter, Emma Penélope Arana, thank you for your endless love, patience, and
understanding. You have been my anchor and my constant source of hope throughout this
journey. Being your Mami is my greatest joy, and hearing you call me Mami Doctora fills my
heart with pride. The world is yours, baby girl; go out and conquer it! And remember, you can be
a doctora too, mi amor.
To my parents, Pablo and Estela Sotelo, who have carried me through this journey and in life
with their unwavering support, sacrifices, and love. I am who I am because of you. You have
taught me the value of hard work and perseverance; this accomplishment and degree is as much
yours as it is mine.
To my ancestors, abuelitas y abuelitos, whose dreams, struggles, and hopes live within me. I
honor your legacy with every step I take.
To my sister and brother, Ana Clay and Pablo Sotelo, my lifelong companions—you have been
my relentless source of strength through it all. Your encouragement and love have lifted me up in
ways I cannot fully express. Our sibling bond is unbreakable, and it has carried me through the
toughest moments.
To my nieces and nephews, may you always know the power of your heritage and the limitless
possibilities that await you. Los amo!

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To my inner child, thank you for reminding me of the importance of dreams, for holding onto
hope, and for never letting go of the joy that comes with curiosity and discovery.

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Acknowledgements
Mil gracias to the eight Latina students who courageously shared their counterstories and
aspirations with me. Your voices are the heart of this work, and I am honored to carry your
testimonios forward. This dissertation is for you, for your resilience, and for the future
generations who will follow in your footsteps.
To my dissertation chair, Dr. Sheila Bañuelos. The journey has been long and
challenging, filled with moments of doubt and struggle. Yet, through it all, there was one
constant source of hope—it has been you, Dr. Sheila Bañuelos. From being my advisor during
my master’s program to guiding me as my dissertation chair, you have been there every step of
the way. You saw the doctora in the making 14 years ago, even when I could not see it myself.
Your steadfast belief in me, especially during the toughest moments, has been a source of light
that carried me through. For your hope, your belief, and your endless support, I am deeply
grateful. I also extend a big, heartfelt thank you to my superstar committee members, Dr. Laura
Rendón and Dr. Atheneus Ocampo— for your steady support, time, wisdom, and encouragement
throughout this process. Your cariño and belief in me have been monumental, and your guidance
has shaped not only this work but also the scholar and educator I have become.
To my family, friends, and loved ones, you know who you are. Your constant support
and love have sustained me through every success and challenge during this demanding
academic endeavor. Your thoughtful check-ins, the meals, snacks, and drinks you lovingly
provided, and your willingness to take on extra responsibilities allowed me to focus on my
dissertation work and care for my own well-being. Life is the ultimate classroom, and it is a
privilege to continually learn and evolve together as we navigate this life journey together. Your

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steady presence and cariño made these years not only bearable but beautiful. I could not have
done this without you all.
To my fellow USC cohort members, you have been my community. Together, we
navigated the highs and lows of this journey, and I am grateful for you and the shared pursuit of
knowledge that we have built. Llorando, sonriendo, y triunfando, we did it!
To my colegas in the California community colleges and beyond, thank you for your
friendship, collaboration, and the countless conversations that have enriched my perspective and
deepened my understanding. It is an honor to be a coconspirator alongside you for the equitable
success and wellness of our students!
A special thanks to Dr. Laura Rendón, whose work and mentorship profoundly
influenced my academic journey. Your dedication to fostering educational equity and your
commitment to uplifting first-generation students has been a beacon of inspiration for me. Your
guidance has not only shaped this dissertation but has also empowered me to continue this
important work with confidence and conviction.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication........................................................................................................................................v
Acknowledgements....................................................................................................................... vii
List of Tables ................................................................................................................................. xi
List of Figures............................................................................................................................... xii
Chapter One: Introduction ...............................................................................................................1
Statement of the Problem.....................................................................................................4
Purpose of the Study ............................................................................................................7
Significance of the Study.....................................................................................................8
Definition of Terms............................................................................................................11
Organization of the Study ..................................................................................................13
Chapter Two: Literature Review ...................................................................................................14
Part 1: Latinas in Higher Education...................................................................................14
Part 2: The California Community College System ..........................................................23
Part 3: Well-Being and Why It Matters in Higher Education............................................29
Part 4: Theoretical Frameworks.........................................................................................35
Chapter Three: Methodology.........................................................................................................42
Research Design and Methodology ...................................................................................42
Data Collection ..................................................................................................................47
Data Analysis.....................................................................................................................48
Credibility and Trustworthiness.........................................................................................49
Researcher’s Positionality..................................................................................................50
Conclusion .........................................................................................................................52
Chapter Four: Findings..................................................................................................................54

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Participants.........................................................................................................................55
Results for Research Questions 1 and 2.............................................................................67
Summary..........................................................................................................................151
Chapter Five: Discussion .............................................................................................................155
Discussion and Implications............................................................................................156
Limitations.......................................................................................................................176
Recommendations............................................................................................................177
Conclusions......................................................................................................................188
References....................................................................................................................................190
Appendix A: Email to California Community College Colleagues.............................................204
Appendix B: Recruitment Flyer...................................................................................................206
Appendix C: Screening Questionnaire and Demographic Form .................................................207
Appendix D: Invitation to Interview Post-Screening Questionnaire ...........................................212
Appendix E: Information Study Sheet for Participant.................................................................213
Appendix F: Interview Protocol...................................................................................................215
Introduction and Reminders About the Study .................................................................215
Rapport Building..............................................................................................................216
Educational Journey and Conocimiento ..........................................................................216
Signs, Sources, and Strategies of Well-Being .................................................................219
Campus Environment and Well-Being ............................................................................220
Closing Questions and Remarks......................................................................................221

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List of Tables
Table 1: Examples of Well-Being. A Psychopolitical Model of Well-Being 9
Table 2: Testimonialistas’ Demographics 56
Table 3: Testimonialistas’ Enrollment 57
Table 4: Six Themes of the Testimonialistas’ Arrebatos 152
Table 5: Five Themes of the Testimonialistas’ Well-Being Practices 154
Table 6: Four Overarching Themes Connected to Both Research Questions Related to
Testimonialistas’ Arrebatos and Well-Being Practices 157

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List of Figures
Figure 1: Conceptual Framework 36
Figure 2: Conocimiento Unlocks Resilience in Action (CURA): The Healing Journey
Framework 185
Appendix B: Recruitment Flyer 206

1
Chapter One: Introduction
The impact of stress and trauma has primarily been associated with the domain of mental
health. However, more literature situates trauma as an educational issue to be addressed within
schools (Jaycox et al., 2006; Ko et al., 2008). According to the Centers for Disease Control and
Prevention (2023), in 2021, one in five children and adolescents experience a mental health
challenge during their school years. Mental health experiences may include stress, anxiety,
bullying, family problems, depression, and learning disability, along with alcohol and substance
abuse. Adverse childhood experience (ACE) scores assess the extent of an individual’s exposure
to traumatic stressors during childhood via a questionnaire that covers categories of abuse,
neglect, and household dysfunction experienced before the age of 18. The scores aid in
predicting academic challenges among college students of color, who often have higher ACE
scores and lower grade point averages (Watt et al., 2021). These scores range from 0 to 10, with
each type of adverse experience contributing one point.
Higher ACE scores are associated with an increased risk of negative health and social
outcomes, including chronic diseases, mental health issues, and behavioral problems (Watt et al.,
2021). When students enter higher education, they begin with experiences and challenges that
hinder their psychological well-being, and most students say their mental health worsened in
college (Centers for Disease Control and Prevention, 2023). A spring 2022 National College
Health Assessment survey by The American College Health Association (ACHA), completed by
over 54,000 undergraduate students, revealed that approximately 77% experienced moderate to
serious psychological distress. Anxiety and depression are some of the commonly diagnosed
mental health conditions among college students. The same ACHA spring 2022 survey reported
that 35% of students were diagnosed with anxiety and 27% with depression. Additionally, 89%

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of respondents who faced academic challenges said that these hurt their mental health. While
various factors can harm mental health at any age or stage in life, the transition to college comes
with academic pressure, isolation, harassment and discrimination, grief, loss, and other stressors
(ACHA, 2022; The Healthy Minds Network, 2022). Examining mental health statistics by race
and ethnicity, there are disparities in that students of color experience higher rates of challenges
to their mental health and well-being than White students.
In 2022, researchers analyzed 8 years of data from The Healthy Minds Network (2022) to
find race-related mental health trends. They found that mental health worsened across all racial
groupings from 2013 to 2022. American Indian and Alaskan Native students saw the highest
increases in rates of depression, anxiety, and suicidal ideation, among other mental health
conditions. Among students who screened for at least one mental health condition—including
anxiety, depression, an eating disorder, suicidal ideation, or self-injury—students of color were
less likely than White students to access therapy (The Healthy Minds Network, 2022).
Specifically, the percentages of students screened for at least one mental health condition by race
between 2022 and 2021 were as follows: 63.33% American Indian/Alaskan Native, 63.3%
Arab/Arab American, 58.38% Asian/Desi American/Pacific Islander, 50.4% Black, 62.06%
Latinx, 67%.26 multiracial, and 60.81% White (Lipson et al., 2022). Furthermore, mental health
statistics by gender indicate that women are significantly more likely than men to experience, be
diagnosed with, or be treated for anxiety, depression, eating disorders, PTSD, and stress (ACHA,
2022).
These national statistics, combined with scholarship on the impacts of mental health
challenges and trauma on students of color and learning, necessitate an examination of policies
and practices that can support college students of color at institutions that affect all of them:

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college campuses. The culturally competent frameworks of Ginwright (2016) help situate mental
health challenges, trauma, and learning within structural oppression and highlight embracing
culture as a viable resource for healing in higher education. Focusing on thriving, rather than
merely surviving (Love, 2019), in college can change how higher education views student
success. Rather than defining academic success by “grades and graduation, a focus on thriving
encourages a more holistic view of student development that expands to include healthy
relationships, sense of community, making a contribution, and proactively coping with life’s
challenges” (Schreiner, 2010, p. 3). When college students thrive in this capacity, they succeed
academically, and “they also experience a sense of community and a level of psychological wellbeing that contributes to their persistence to graduation and allows them to gain maximum
benefit from being in college” (Schreiner, 2010, p. 4).
As an academic counselor in the California community college system, I have witnessed
the effects of mental health challenges and trauma on students of color and their learning. I also
see the potential for embracing radical and wellness frames of thought and practices to heal
students on an individual and collective level. This study specifically explored the effects of
cultivating self-wellness on academic success among Latina community college students. hooks
(2003) suggested that “education that serves to enhance our students’ journey to wholeness
stands as a challenge to the existing status quo” (p. 181). This dissertation is my fight for my
community’s wellness, and I would be remiss if I said this work is only about students because it
is also very much about me. I identify as the eldest daughter of immigrant parents, a Salvadoran
mother and Mexican father, whose native tongue is Spanish, and who was raised in South
Central Los Angeles, a predominantly Black and Latinx community. This study is also about my
educational experiences through underfunded district grade schools, my community college

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experience, and my mental health and wellness as an undergraduate. As a Latina, scholar, and
practitioner, I have and continue to seek healing and wellness practices to carry me through life
challenges while learning and navigating my anxiety. My hope is that this dissertation can serve
as an offering of reflection, intervention, restoration, and an ongoing fight for my community’s
wellness, as I believe it to be a movement of resistance against the status quo toward recognizing
the full humanity of Latinas in education.
In this chapter, I discuss the enrollment and representation of Latina students in higher
education, precisely California community colleges (CCCs), a brief introduction to Latina
college students’ challenges and experiences, and a review of CCCs’ mental health services,
setting the stage for the statement of the study’s purpose and research questions, followed by an
explanation of the study’s significance. I conclude this chapter with definitions of terminology
used throughout the study and an overview of the following chapters.
Statement of the Problem
In 2015, three million Latinx students enrolled in undergraduate programs in the United
States, making up 17% of the total undergraduate population (National Center for Education
Statistics, 2017). Latinx are the single largest ethnic group in California, comprising over half of
the state’s K–12 population; thus, ensuring their educational opportunity and success helps to
secure our collective future (Reddy & Siqueiros, 2021). Of the almost 1.4 million Latinx
undergraduates enrolled in the 2018–2019 academic year, over 800,000 (58%) were women
(Reddy & Siqueiros, 2021). California’s public higher education system is three-tiered and
consists of the University of California (UC), the California State University (CSU), and the
CCC system. The CCC is the largest higher education system in the nation, with over two
million students enrolling in the 2018–2019 academic year, of whom 1,002,127 (45%) are

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Latinx. More recently, in the fall of 2021, the number of Latinx students enrolled in CCCs
reached 597,966, representing the largest ethnic group in the system (California Community
Colleges Chancellor’s Office [CCCCO], 2022).
Community colleges must support Latinx students in completing their degree programs
or transferring to a university to fulfill their role as gateways to a college degree. However, only
42% of Latinx community college students who enrolled in 2012–2013 earned a certificate or
degree or transferred, even after 6 years. Therefore, there is a significant gap between the success
rates of Latinas and White women. According to data from the 2017–2018 academic year, only
24% of Latinx adults earned an associate degree or higher, while 46% of White adults earned the
same level of education (Excelencia in Education, 2021). The substantial enrollment of Latinx
students in community colleges reflects ongoing educational, social, economic, and racial
disparities. Additionally, there has been criticism of California’s public higher education system
since its creation due to its harming the most vulnerable students by excluding them from
university systems and both directly and indirectly funneling them toward enrollment in
community colleges where resources and funding are limited (Marginson, 2018).
Historically, higher education researchers have mostly ignored Latinas’ experiences,
which has led to a need for more knowledge and understanding of these students’ needs and
concerns. The four primary sources of stress for Latinas are lack of financial resources, academic
issues, family obligations and expectations, and gender-role stereotyping, all of which negatively
affect well-being and educational attainment (A. L. Rodríguez et al., 2000). Furthermore,
Chicanas, individuals born in the United States who are of Mexican descent, face higher stress
levels than their White student counterparts while navigating college (A. L. Rodríguez et al.,

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2000). How this stress manifests and plays out in Latinas’ academic experiences in CCCs has
explicitly received little attention.
For many college students, achieving their academic goals requires mental health
support. Students often rely on their college’s website as a first (and sometimes only) stop for
finding information about student services. In spring 2022, the CCC Chancellor’s Office funded
an environmental scan of the websites of its 116 campuses to understand how mental health
services appear from a student perspective. The aim was to understand what mental health
supports CCCs provide and how easily students can access information about them. This report
found that 96% of these campuses offer mental health information on their websites (CCC
Health & Wellness, 2022). Key findings showed that 84% of colleges advertise short-term
therapy for individual students provided by college staff, 62% of colleges market telehealth
therapy from a college-based mental health provider, 36% offer in-person services, and 66% of
colleges include mental health and wellness resources. Other primary services include substance
use reduction or recovery supports (53%), warm handoffs to community services (52%), group
therapy (43%), sexual assault or intimate partner violence supports (32%), and drop-in or crisis
services (28%; CCC Health & Wellness, 2022).
Despite the growing range of clinical services to support well-being, few colleges’ mental
health webpages mention diversity, equity, or culturally responsive services. Culturally
responsive services in the context of mental health or wellness resources refer to approaches that
consider students’ diverse backgrounds, identities, and experiences. These services aim to create
an inclusive and supportive environment that acknowledges and respects cultural differences to
improve access and utilization, enhance effectiveness, reduce disparities, and create an inclusive
campus climate. Furthermore, 32% of colleges offer no or unclear information about whether

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there are costs associated with services, 54% offer no information about Medi-Cal or a county
mental health services contact, less than half provide information about therapists’ credentials or
skillset, and only 15% provide information about languages spoken (CCC Health & Wellness,
2022).
For Latinx students, financial and socioeconomic issues, family and personal
responsibilities, fears about not being academically prepared for college, and a perceived lack of
support from college personnel are all stressors and worries that manifest in culturally specific
ways (Rendón et al., 2012; A. L. Rodríguez et al., 2000; Vázquez & García-Vázquez, 1995).
Latinx students also experience acculturative stress due to tension between their and the
college’s culture, which is often associated with higher anxiety and depression. Experiences of
discrimination and microaggressions also put these students at a greater risk for anxiety,
depression, and suicidal ideation (CCC Health & Wellness, 2022). With Latinas making up a
large portion of the CCC student population, the perceived barriers and stresses they experience
in education merit investigation. The responses or strategies by which they cope have received
relatively little attention (Gloria & Castellanos, 2012).
Purpose of the Study
The purpose of this study was to understand Latina students’ well-being experiences in
the CCC system and how these influenced their academic success. The stressors they experience,
such as lack of financial resources, academic issues, family obligations and expectations, and
gender-role stereotyping, hinder well-being and educational attainment (CCC Health &
Wellness, 2022; A. L. Rodríguez et al., 2000). Because Latina students make up the majority of
enrollment on these college campuses (CCCCO, 2022), this study aimed to highlight their wellbeing experiences amid personal and academic stressors, focusing on their academic experiences

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and development of personal well-being, as well as their strategies, self-perceptions, and support
systems. With these goals in mind, this study sought to explore and answer the following
research questions:
1. What are the arrebatos (academic and non-academic challenges, stressors, trauma, life
transitions, and loss of foundation) experienced by Latina students in their academic
journey while enrolled in CCCs?
2. What are the well-being perceptions, experiences, and practices Latina students
employ to combat the arrebatos experienced while enrolled in CCCs?
Significance of the Study
This study is significant because, through its methodology and selected population, it
adds a qualitative understanding of well-being in relation to the community college experience
for the student population who makes up the majority in the CCCs. These students’ experiences
have largely been studied in research, yet not in terms of wellness. The theoretical frameworks
guiding this qualitative research are Prilleltensky’s (2003, 2005) psychopolitical well-being
theory and Anzaldúa’s (2002, 2015) theory of conocimiento. Prilleltensky’s model of well-being
serves as a helpful method for analyzing how an individual’s well-being is determined through
three interconnected spheres (personal, relational, and collective) and consists of four areas of
analysis: sites, signs, sources, and strategies. Table 1 provides examples of the interdependence
among these three domains and the four constituents of well-being.

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Table 1
Examples of Well-Being. A Psychopolitical Model of Well-Being
State of well-being
Personal Relational Collective
Signs Personal Control Affirming
partners
Health and
longevity
Relational Satisfying
relationships
Enduring
friendships
Affirmation of
diversity and lack
of envy
Collective Sense of community Norms of mutual
support
Support for poor
and universal
healthcare
Sources Personal Experiences of selfefficacy
Developmental
needs met
Personal
contribution to
commonwealth
Relational Nurturance Prior experiences
of respect and
affirmation
Appreciation of
interdependence
Collective High-quality health
and education
Norms that
promote
collaboration
Culture that
understands and
fosters
interdependence
Strategies Personal Empowerment Empathy and
social skills
Collective and
political
intelligence
Relational Voice and choice in
partnership
Conflict
resolution and
growth
orientation
Social support and
rewards for
participation in
social change
Collective Participation in
political process
Norms that affirm
mutuality and
oppose
competition
Social movements
that fight
injustice
Note. From “Promoting Well-Being: Time for a Paradigm Shift in Health and Human Services”
by I. Prilleltensky, 2005, Scandinavian Journal of Public Health, 33(66_suppl), 53–60.
(https://doi.org/10.1080/14034950510033381). Copyright 2005 by Taylor & Francis.

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Anzaldúa’s (2002, 2015) theory of conocimiento is a relational ontology with seven key
stages involved in the path to conocimiento. The seven stages describe a non-linear
transformative process of gaining awareness and understanding, meaning one can move through
these stages in a different order and revisit them multiple times. The stages are el arrebato,
nepantla, desconocimiento, the call—el compromiso, new personal and collective stories, the
blow-up—a clash of realities, and shifting realities—acting out the vision—transformation.
Conocimiento is a Spanish word that translates to “knowledge” or “awareness,” but Anzaldúa
employs it in a much more profound sense to describe a transformative process of self-awareness
and healing that goes beyond mere intellectual understanding. I used Anzaldúa’s theory of
conocimiento in this study to intentionally get to more of a cultural understanding of well-being,
keeping in mind the cultural aspects of Latinas students’ experience, their own ways, their own
ways of knowing, their own ways of navigating the world, and their own ways of navigating
trauma, healing, and liberation.
Furthermore, I used testimonios as a methodology to learn from and honor the Latina
student voice. The tool of testimonios, as opposed to more traditional structured interviews,
recognizes the power of a collective voice to disrupt racialized structures and stir in the direction
of wellness and racial justice in higher education (Pérez Huber, 2009). Testimonios serve as a
form of validating the participants’ lived experiences and knowledge, expressed vocally or
written such as diaries, letters, or journals, through narratives, storytelling, poetry, song lyrics, or
spoken word (Reyes & Curry Rodríguez, 2012). This study sought to learn about Latinas’ wellbeing in relation to a community college experience to raise awareness of the need to foster wellbeing as part of education’s responsibility and how CCCs can intentionally better serve this
student population to thrive and not simply survive (Love, 2019).

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Definition of Terms
In this section, I present the following terminology used throughout the study below to
help provide context for the reader.
Arrebatos are life transitions, traumas, and challenges that result in a loss of foundation.
According to Anzaldúa (2002), “Cada arrebatada (snatching) turns your world upside down and
cracks the walls of your reality, resulting in a great sense of loss, grief, and emptiness, leaving
behind dreams, hopes, and goals” (p. 546).
Academic trauma: While there is no widely recognized or standardized definition in
academic literature, this term is used colloquially to describe the negative and lasting
psychological effects of stressful or harmful experiences in an educational context. Academic
trauma in this study refers to the emotional and mental distress caused by factors such as intense
academic pressure, bullying, discrimination, or challenging learning environments. These
experiences can contribute to mental health challenges, including anxiety, depression, or other
emotional difficulties. Academic trauma is a result of oppressive educational practices and
policies, including discrimination, marginalization, neglect, and lack of support, that can lead to
long-term harm to students’ mental and emotional well-being, leading to a range of negative
outcomes such as anxiety and depression (Ginwright, 2016).
Intersectionality: The multiple forms of oppression that affect marginalized individuals.
A term coined by legal scholar Crenshaw (1991) when examining the intersecting structures of
power, such as racism, classism, and sexism, simultaneously affecting women of color.
Racially minoritized refers to individuals or groups of people, predominantly people of
color, who experience being in a minority position based on their racial or ethnic background due
to racism or systemic inequalities. It implies that certain racial or ethnic groups may be

12
marginalized or underrepresented in a particular context, such as education, employment, or
society at large. Rather than using “minorities” or “underrepresented minorities,” using
“minoritized” makes it clear that being minoritized is about power and equity, not numbers
(Wingrove-Haugland & McLeod, 2021).
Latina: Latina is a female-identifying person of Latin American descent. I understand
that the use of “Latinx” disrupts “traditional notions of inclusivity and shapes institutional
understandings of intersectionality”; nonetheless, this study specifically focuses on female selfidentifying Latinas’ experiences (Salinas & Lozano, 2019, p. 6).
Latinx: Latinx is essentially a non-binary form of Latino or Latina. The suffix “-x”
replaces the “-o” or “-a” corresponding to masculine or feminine, allowing the word to resist the
gender binary (Salinas & Lozano, 2019). When referring to people of Latin American descent
and background, I use the term “Latinx” rather than “Hispanic” or “Latino/a” to be gender
inclusive. I intentionally do not use the term “Hispanic,” which the U.S. Census Bureau coined
in the 1970s to offer a classification for peoples of Latin American heritage, because it fails to
recognize the intersections of race, language, culture, and gender within this community (Salinas,
2015). “Hispanic” refers to people from countries where the primary language is Spanish. By
contrast, the U.S. government adopted the term “Latino” to refer to people from the Caribbean,
Mexico, and the countries that comprise Central and South America, even those who are not
Spanish-speaking (Salinas & Lozano, 2019).
Testimonios: critical stories that reveal complexities of identity. Described as papelitos
guardados by the Latina Feminist Group (2001), testimonios “evoke the process by which we
contemplate thoughts and feelings, often in isolation and through difficult times” and are kept in
memory, writings, or shared when the appropriate moment presents itself (Latina Feminist

13
Group, 2001, p. 1). Sharing our papelitos guardados begins a process of empowerment and
healing for those often living through the intersections and borderlands of their identity. The
objective of testimonio is to “bring to light a wrong, a point of view, or an urgent call for action”
(Reyes & Curry Rodríguez, 2012, p. 525). Therefore, in this manner, the testimonio differs from
the qualitative method of traditionally structured interviews in that testimonio is intentional and
political.
Well-being is multidimensional, and in this study, it is defined as sustainable satisfaction
of subjective and objective needs in the interpersonal, community, occupational, physical,
psychological, and economic domains of life (Prilleltensky, 2016; Prilleltensky et al., 2015;
Prilleltensky & Prilleltensky, 2006). Subjective needs involve how we feel, including social
support, self-determination, and a sense of belonging, whereas objective needs involve tangible
resources such as economic resources, health care, and shelter, among others.
Organization of the Study
This study contains five chapters. In Chapter One, I introduced the problem, the purpose
and significance of the study, along with key terms. Chapter Two will review the conocimiento
and arrebatos Latinas experience in higher education and the connection between their wellbeing and academic success. Chapter Three will lay out the study’s methodology, inclusive of
participant selection, sampling and recruitment, data collection and analysis, credibility, and
trustworthiness, as well as my positionality. Chapter Four will present the study participants,
along with the findings from the data analysis. Chapter Five will conclude with the themes that
emerged from the findings and include implications for practice, limitations found, and
suggestions for future research.

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Chapter Two: Literature Review
This literature review focuses on Latina CCC students’ experiences and what is known
about well-being in higher education to understand their well-being. Due to the limited research
on this topic, literature on Latinas and well-being in higher education is presented separately.
The literature review is divided into four sections: Latinas’ experiences in higher education, the
history and mission of the CCC system along with the role of CCCs in Latina success, literature
on well-being and why it matters in higher education, and the theoretical frameworks that
support this research.
Part 1: Latinas in Higher Education
The literature on Latina students’ well-being in higher education could be significantly
increased. Due to the limited research, literature on Latinas and well-being in higher education is
presented separately. Part 3 of the literature review begins with an overview of the literature on
Latinas in higher education, followed by the intersections of their experiences.
Growing Presence of Latinas in Education
The literature has well-documented the growing presence of Latinas in higher education
in the United States. Cultural stereotyping since the 1950s and 1960s allowed social science
researchers and the higher education system to advance a cultural deficit model, where cultural
disadvantages (associated with normative views of higher education) are highlighted as the
reason for the Latinx community’s low college participation and success (Escobedo, 1980).
Throughout the 1980s, the college enrollment rate for Latinas remained at 16%, consistently
increasing during the 1990s (González et al., 2004). However, the 2000s marked a period of
significant educational advancement for this population. By 2000, their college enrollment rate

15
increased to 25.4% (González et al., 2004). On the other hand, Latino males experienced a much
slower enrollment increase, from 15.3% in 1990 to 18.5% in 2000 (González et al., 2004).
Additionally, Latinas have made progress in earning associate degrees or higher.
Between 2003 and 2013, they increased their associate’s degree completion rate by more than
8% and bachelor’s degree completion rate by more than 6% (Gándara, 2015). Regarding
graduate degree completion, Latinas have the lowest percentage compared to women of other
non-Latino racial groups combined (Gándara, 2015). In 2013, just 4% had completed a master’s
degree or higher compared to nearly 5% of Black, 11% of White, and 22% of Asian women
(Gándara, 2015).
Furthermore, in 2015, three million Latinx students enrolled in undergraduate programs
in the United States, making up 17% of the total undergraduate population (National Center for
Education Statistics, 2017). According to a 2023 Excelencia in Education report, Latinas
experienced a 52% rise in college degree attainment at Hispanic-serving institutions (HSIs)
between 2015 and 2020. Although both college enrollment and completion of 2- and 4-year
degree programs have risen significantly over the last decade for Latinas, more is needed to close
the significant gaps between Latinas and women from non-Latino racial groups.
Latina Student Experiences (Challenges and Supports)
Historically, Latinas’ experiences have mainly been ignored by higher education
researchers, which has led to a need for more knowledge and understanding of their needs and
concerns. In 2000, A. L. Rodríguez and colleagues explored the challenges these students face.
In their work, the significant barriers to this population’s participation in higher education fell
under two categories: before entering college and during college. Challenges before entering
college involved low socioeconomic status and the effects of cultural and gender-role

16
stereotyping. Challenges experienced during college involved under-preparation, stress factors
from financial constraints, stress factors from social and familial obligations, and institutional
marginalization (A. L. Rodríguez et al., 2000).
Socioeconomic disparities, which are prominent in the Latinx community,
negatively affect educational attainment. Throughout history, low socioeconomic status
conditions have given rise to segregated schools, poorly financed school districts, high drop-out
rates, and inadequate college preparation (A. L. Rodríguez et al., 2000). “One-fourth of Latinas
live below the poverty line, and more than half are living in near-poverty,” making high school
graduation difficult due to competing work and family demands, making higher education
difficult to access, and student debt nearly impossible to sustain (Gándara, 2015, p. 5).
Additionally, cultural and gender-role stereotyping have exacerbated the cultural deficit
perspective of the Latinx community in academic spaces. Literature sheds light on the harm
caused to the Mexican American community, specifically by being stereotyped as undisciplined,
fatalistic, and lazy (Andrade, 1982). These stereotypes were particularly damaging to Mexican
American females, who were portrayed as submissive and docile and limited to childrearing,
leaving them with minimal opportunities and a negative impact on college-going behavior
(Andrade, 1982).
Of the challenges experienced during college, A. L. Rodríguez and colleagues (2000)
found that higher stress regarding financial constraints, academic preparation, familial
obligations, and gender-role stereotyping weigh more heavily on Chicana students than their
White counterparts. Literature shows that Latinas experience worry and stress about lack of
financial resources, debt, lack of sufficient income, and uncertainty about receiving financial aid
(A. L. Rodríguez et al., 2000). In addition to financial stress, there is a strong incongruence when

17
these students’ educational aspirations conflict with parental expectations (A. L. Rodríguez et al.,
2000). Furthermore, Latinas experience stress around insecurities about their academic
preparation, educators’ negative perspectives, and hostile college culture (A. L. Rodríguez et al.,
2000).
Latinas’ experiences with institutional marginalization are vast. Although they have
diverse backgrounds, as a group, they share commonalities rooted in historical, racialized, and
systematic influences. These include socioeconomic status, bilingualism, parents’ education,
ethnic self-identification, biculturalism, and the experience of oppression (Melendez &
Petrovich, 1989). Nevertheless, the characteristics that bind Latinas are often overlooked,
increasing acculturative stress due to attempting to pacify uncertainty between two cultural
norms, making the transition much more difficult.
Beyond challenges, A. L. Rodríguez and colleagues (2000) also examined influences on
high-achieving Latinas. These factors center on background and include the mother’s role in the
home and her support of their daughters’ educational goals, the type of parenting received, and
the type of schooling. The effect of mothers encouraging and supporting their daughters’
educational goals mitigates the adverse effects of low socioeconomic status on college
achievement. In addition to this support, the mother’s role in the home, including working in and
outside the home environment, exercising decision-making power within the family, and
fostering independence in their daughters, also benefits Latina college achievement. A
nonauthoritarian parenting style emphasizing education and self-reliance or reliance on the
immediate family is also prevalent for high-achieving Latinas (Gándara, 1982). Another factor is
attending integrated middle-class grade schools where they can measure their success against

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those of other high achievers, benefiting from high teacher expectations and gaining confidence
to continue education on to college level (Gándara, 1982).
Overall, recommendations that further promote Latina success in higher education
include financial aid, academic support systems, social and cultural support systems, and campus
environment (A. L. Rodríguez et al., 2000). Providing a financial aid package with expansive
grants and scholarship opportunities embedded in the financial aid award helps these students
persist to graduation and reduces stress around finances and the number of hours spent on
employment while in college. Guidance and assistance in adjusting to the academic environment
in the form of academic support systems such as orientations, peer study groups, faculty-student
mentoring, and a support network of advisors and counselors are essential for success. The
alienation and isolation that many Latina college students experience can be alleviated through
participation in culturally oriented support networks, cultural center programming, peer support
groups wherein to interact socially and academically, and learning and drawing from cultural
experiences. Lastly, a campus climate that recognizes, encourages, and celebrates these students’
contributions to the campus fosters success.
Despite myriad barriers, Latinas have made significant progress over the last decade.
However, higher education institutions fall short of recognizing these students’ uniqueness and
humanity to serve them well so that they can realize their aspirations and contribute to society
and the economy. In 2015, one in every five women in the United States was Latina. By 2060, it
is estimated that Latinas will compose nearly one-third of the country’s female population
(Gándara, 2015). Two decades after A. L. Rodríguez and colleagues (2000) exposed barriers and
put forth recommendations for Latina success in higher education, these students continue to
experience similar challenges.

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Intersectionality of Latina Experiences
It is imperative to see Latina students holistically, who they are, and what their culture
embodies, including all the identities that make them who they are. In essence, to see these
students requires higher education institutions to hear them. Although there are many cultural
commonalities among Latinas, there are differences and intersections that make their stories and
experiences complex. According to Crenshaw (2017), intersectionality is the lens through which
one can see where power comes and collides, where it interlocks and intersects with various
forms of social oppression, such as classism, sexism, and racism. The Latinx community is
diverse, and within it lie various intersecting identities and oppression. However, the status quo
approach to education fails to address the experiences and challenges faced by students who
occupy multiple marginalized identities and does not recognize or challenge structural and
systemic inequalities in the education system itself. The way students’ identities intersect in part
determines how their academic experience unfolds, given that higher education institutions
define academic success in normative ways. The following section reveals the lived experiences
of Latinas and their intersecting identities with race and gender, encompassing sociocultural
aspects of familial structures and responsibilities.
Race
Antonia Darder’s (2012) work is significant in recognizing how power influences
practices in education. There are dynamics between power and knowledge, and this relationship
needs to be questioned concerning its effect on education and its control of what constitutes
knowledge in American academia (Darder, 2012). As such, to critique education is to critique its
power structures. Darder (2012) highlighted:

20
The process of schooling is to be informed by a cultural democracy, then it should
recognize that the ability of all individuals, especially from different backgrounds and
cultural groups, to express their cultural truths is related to the power that certain groups
are able to wield within the social order. (p. 25)
Racialization is grounded in the idea that “race and thus racial identities is not an inherent
category but is made racial through social interactions, positioning, and discourse” (Garcia,
2019, p. 7). Garcia (2019) discussed the racialization of higher education in America, which is
the process whereby colleges and universities are assigned or given value based on their racial
makeup.
Social interactions, positioning, and discourse begin early in education. The inequities in
standardized test scores between White students and students of color have been termed the
“achievement gap.” This terminology fails to acknowledge the long-term racialization in the
United States that deemed Whiteness as the norm and students of color as deficient (LadsonBillings, 2006). For this reason, critical scholars opt for using the term “opportunity gap” instead
of “achievement gap” because “opportunity gap” rejects the assumption that people from all
races and ethnic backgrounds have equal access to education and resources for a successful
academic experience (Milner, 2012).
Latina students’ experiences in a racialized education system affect how they and their
families are celebrated and served within educational structures. Negative stereotypes and
deficit-thinking perspectives harm Latina students in that they affect how much adequate support
teachers and college administrators provide to propel these students’ success. Recent research by
critical scholars has disputed stereotypes about Latinx students regarding educational
deficiencies (Solórzano & Yosso, 2001) and the stereotype about Latinx parents not placing

21
value on education by highlighting how parents both contribute to their children’s college goals
and the sacrifices they make to ensure their college goals are a success (Aragon, 2018; Cuevas,
2019; Espino, 2020).
Furthermore, negative stereotypes and deficit-thinking perspectives manifest as subtle,
often automatic, and nonverbal exchanges that degrade the very humanity of students from
historically minoritized communities. These are called racial microaggressions, and they are
“layered” in that they target “one’s race, gender, class, sexuality, language, immigration status,
phenotype, accent, or surname” (Solórzano et al., 2005, p. 17). Several critical scholars found
that there is a high correlation between racial microaggressions and Latina student’s success and
persistence through college, revealing a negative impact on those who encountered racialized
experiences (Huber & Cueva, 2012; Pérez Huber & Solórzano, 2015; Yosso et al., 2009). In
addition to race, Latinas’ lived experiences as they pertain to their gender are also an intersecting
identity that plays a role in their higher education experiences.
Gender
Historically, teen pregnancy, segregated schools, and economic and social constraints
deter Latinas from enrolling in college. It is well documented that the educational system was
formed and has continued to perpetuate gender inequities in admission, academic programs, and
support. Literature reveals that Latina students experience difficulty viewing themselves as
potential scientists or mathematicians, even though they express interest in those careers (Hazari
et al., 2013). Furthermore, Latinas who manage to enroll in college describe higher education as
a “privilege” and “blessing,” as well as challenging (Gloria & Castellanos, 2012, p. 87). These
descriptors reflect the cultural bind in which Latinas are positioned. Latinas manage racism,
sexism, and classism as college students while also negotiating patriarchy and sexism as

22
daughters (Delgado Bernal et al., 2006). Therefore, using a Chicana feminist perspective allows
for an in-depth understanding of Latina students by validating their lived experiences as sources
of inquiry, drawing attention to oppressive structures in their educational experiences, and
affirming their strategic resistance against stereotypes, such as “passive underachievers” (Espino,
2020; Gándara et al., 2013, p. 7).
Racial and gendered spaces that marginalize Latinas hinder their academic success by not
providing a sense of belonging and inducting feelings of self-doubt and incompetence, leading to
imposter syndrome. Imposter syndrome is the belief that despite evidence of success, one is a
fraud or a phony (Clance & Imes, 1978). While the concept of imposter syndrome was first
explored among White women, Clance and Imes (1978) suspected that feelings of self-doubt and
incompetence could be exacerbated by oppressive experiences tied to race and ethnicity.
Although the researchers did not examine the intersection between race and ethnicity, Bell
(1990) examined the effects of imposter syndrome on the achievements of women of color and
found that they experienced pressure to represent themselves and other women due to a belief
that they had to represent both their race and gender.
Additionally, in contrast to American culture’s value of independence and selfsufficiency, Latinx families value familismo. Familismo emphasizes a strong attachment to
immediate and extended family and a heightened value of interdependence (Espinoza, 2010).
Most studies on familismo focus on the positive aspects of the family without considering the
potential strains the family may exert (S. Rodríguez et al., 2021). For Latinas, these challenges
may be more pronounced, and they may encounter more conflict between college major choices,
future career choices, and family expectations than Latino men (Risco & Duffy, 2011). Research
identifies traditional Latinx family values with beliefs of assuming a submissive sacrifice for

23
families and devotion to traditional gender roles, known as marianismo, as barriers for Latinas in
education. These students grapple with a traditional familial gendered identity and the pursuit of
an empowered academic identity (Crisp et al., 2015). Gendered familism, a type of familism
influenced by the intersections of gender, racial, and ethnic beliefs and expectations, observes
that higher education for Latina students is a means of gaining independence, whereas autonomy
and independence are automatic and not connected with educational success for Latino male
students (Ovink, 2014; S. Rodríguez et al., 2021).
Espinoza (2010) stated that family obligations can conflict with academic demands,
creating problems for Latina women whose identity and sense of belonging are tied to family and
cultural connections. The author referred to this conflict as the “good daughter dilemma”
(Espinoza, 2010, p. 318). The expectation is that a woman will prioritize family needs above her
own and, as a result, may be caught in a cultural bind between meeting the demands of their
academic career and those of their family. Nevertheless, it is important to use a critical lens that
recognizes cultural practices within a larger structure and is anti-deficit-minded. An example of
this is a recent study on the influence of familismo on Latina student STEM identity
development by S. Rodríguez et al. (2021), which revealed that family members could add to and
detract from Latina student’s scholar identity development process and their success in higher
education simultaneously.
Part 2: The California Community College System
Latinx students represent the fastest-growing population in the United States, California,
and, therefore, the CCC system. As the largest in the country, the CCC system includes 116
schools and enrolls 2.1 million students. Community colleges have become the most accessible,
affordable, and innovative sector of higher education in the nation and the largest provider of

24
postsecondary education for students of color (Bers & Schuetz, 2014; Boggs & Galizio, 2021).
In what follows, I present a brief overview of the history and mission of CCCs, the CCC system
as it stands today, and the role of CCCs in Latina students’ success.
California Community College History and Mission
Junior colleges (2-year colleges), known today as community colleges, have evolved
since their founding in 1907 (Boggs & Galizio, 2021). The development of junior colleges was
influenced by the need for 2-year colleges to assume all lower-division coursework to allow 4-
year universities to focus on upper-division coursework, research, and graduate and professional
programs (Boggs & Galizio, 2021). The growth of junior colleges in California was linked to the
industrialization of the early 1900s with increased advancement and overall population, the
primary focus on research and admissions selectivity on behalf of the university, and concerns
about there not being enough university access to families in their communities (Boggs &
Galizio, 2021; Cohen et al., 2013; Gallagher, 1994). California community colleges proliferated
during periods of post-war societies, economic downturns, and fluxes in immigration (Boggs &
Galizio, 2021).
Furthermore, in the 1950s, U.S. Supreme Court cases Hernandez v. Texas (1954) and
Brown v. Board of Education (1954) contested racial segregation. In Hernandez v. Texas (1954),
the U.S. Supreme Court ruled that Mexican Americans and all other racial groups in the United
States have the right to equal protection under the 14th Amendment of the United States
Constitution, and in Brown v. Board of Education, the U.S. Supreme Court overruled the legal
doctrine of separate but equal that had constitutionally upheld the practice of racial segregation
(Ochoa, 2015). History, as such, provides context for the race issues that contributed to
educational and social challenges affecting students of color.

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Critical scholars have analyzed the California Master Plan for Higher Education,
established in 1960, since its creation for its ramifications on the most vulnerable student
populations (Altbach, 2005; Marginson, 2018). The plan provides a three-tiered public higher
education system with separate governance, missions, funding patterns, and pools of students
(Altbach, 2005; Marginson, 2018). The first tier, the UC system, is the state’s leading research
university system and has 10 campuses. The second tier is the CSU system, which focuses on
undergraduate and professional education and has 23 campuses. The last tier is the CCC system,
which serves various purposes, such as transfer education, vocational training, non-credit
community learning, personal enrichment, and developmental education.
The California Community College System Today
The CCC system is the largest postsecondary education system in the nation with a
student population that is diverse in terms of race and ethnicity, age, gender, intersecting
identities, educational level, and academic goals. In the 2021–2022 term, the CCC system served
nearly 2 million students (CCCCO, 2022). The system’s mission includes offering academic
programs to prepare students to transfer to 4-year universities, workforce development,
vocational training, and community and non-credit educational programs (Cohen et al., 2013).
The Latinx student population is the largest racial/ethnic group in the CCC system, making up
48% in the fall of 2021 (CCCCO, 2022).
This strong Latinx student presence has made many of the CCCs eligible for the HSI
classification, which was made official in 1992 by legislation introduced by the Hispanic
Association of Colleges and Universities (HACU). The designation became amended into Title
III, requiring the U.S. Department of Education to offer 5-year HSI grants to institutions with
25% or more total undergraduate Latinx full-time equivalent student enrollment and limited

26
resources (Excelencia in Education, 2021). Although the classification of HSI is recognized in
federal legislation for capacity-building support to improve access, quality, and success of
education for Latinx and other historically marginalized students, the extent to which HSI
campuses center Latinx students’ needs continues to be studied critically (Contreras et al., 2008;
Excelencia in Education, 2022).
Currently, of the 116 CCCs, 107 are federally recognized as HSIs (Excelencia in
Education, 2022). Garcia (2019) described HSIs within a racialized higher education system and
urged HSIs to question and be held accountable for what it means to serve Latinx students and to
understand this community’s needs rather than focusing solely on enrollment numbers (Garcia,
2019). Furthermore, Garcia (2019) drew attention to the fact that despite the designation, HSIs
have less funding and lower completion rates, which situate them as subordinate in the higher
education hierarchy. These factors have structurally and systematically presented barriers for
Latinx students in their academic success at CCCs despite many having an HSI designation.
Educating for Wholeness and Latina Student Success in California Community Colleges
Latinas make up more than half of the CCC student enrollment. In the fall of 2021,
Latinas comprised 55% of student enrollment at these campuses (CCCCO, 2022). Given what
we know about Latinas experiencing higher stress than their White counterparts while navigating
academia, it is imperative that CCCs assume the responsibility of educating for wholeness, social
justice, liberation, and success of Latinas. In this next section, I discuss the importance of
creating a sense of belonging, validating student experiences, and employing a sentipensante
approach (a sensing and thinking pedagogy) to education so that CCCs may be academic spaces
where Latinas thrive.

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Sense of Belonging
For Latina students to thrive, they must feel they belong. Strayhorn (2018) argued that
differences in the amount and nature of sociocultural capital inherited by Latinx students may
limit or expand their opportunity for success in academic settings. Opportunities for belonging
occur with peers, in the classroom, and on campus, all presenting a critical dimension for
academic success. A lack of sense of belonging detracts from Latinx student’s academic
adjustment, achievement, aspirations, and whether they remain in college. Practices that help
foster a sense of belonging include a culturally responsive approach to teaching and services,
positive and culturally affirming interactions with staff and faculty, and intentional mentoring
opportunities (Gonzales et al., 2015; Strayhorn, 2018).
Validating Latina Student Experiences
Rendón’s (1994) theory of validation proposes efforts to further connect students to the
institution. The author described validation as “an enabling, confirming, and supportive process
initiated by in and out of class agents that foster academic and interpersonal development”
(Rendón, 1994, p. 44). Shifting the responsibility of college success from the students to the
institution calls for understanding new ways to engage students more meaningfully. Validating
experiences in and outside the classroom have proven essential for Latinx communities’ success,
particularly women, first-generation students, and low-income students. Rendón (1994)
presented two types of validation: academic and interpersonal. Academic validation helps
students gain confidence in their academic self-worth and concept and the ability to succeed,
whereas interpersonal validation aids in their personal and social growth. Validation is a process
without an end date; when validation is present, “students feel capable of learning; they
experience a feeling of self-worth and feel that they, and everything that they bring to the college

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experience, are accepted and recognized as valuable” and the richer their academic and
interpersonal experience become (Rendón, 1994, p. 44).
A Sentipensante Approach to Education
While Rendón’s (1994) earlier study on the theory of validation places responsibility on
institutional agents of higher education to create conditions that foster experiences of validation,
sentipensante pedagogy (Rendón, 2009) takes it further. Rendón (2009) called educators to
employ a sentipensante (sensing and thinking) pedagogy to teach and serve for wholeness, social
justice, liberation, and Latinas’ success. In essence, sentipensante is an approach that allows for
educating the whole human being, a counter to an academic system that privileges and rewards a
specific pedagogy and normative ways of thinking and devalues diverse forms of knowledge and
affective aspects of education. Sentipensante pedagogy is a “culturally-validating, deep learning
experience that addresses the harmonic balance and interconnection between intellectual, social,
emotional, and inner-life skill development” and “disrupts oppositional, dualistic viewpoints
about what constitutes a valid learning process,” which is solidly entrenched in our educational
systems (Rendón, 2023, p. 2).
Employing sentipensante pedagogy can address the goals of how we can privilege the
knowledge and wisdom of our Latina students, elicit social awareness around power and
privilege in CCC settings, and engage CCC educators through self-reflexivity in examining how
their own biases and practices uphold traditional, racial power structures in at CCCs. Through
sentipensante pedagogy, students ultimately bring their own wisdom into academic spaces.
While many Latina students may not see their own experiences as wisdom initially, higher
education leaders must nurture an environment where they do, and this is possible when Latina
students begin to feel a sense of belonging and validation.

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Part 3: Well-Being and Why It Matters in Higher Education
Well-being, like our identities, is a multifaceted construct, as there are multiple domains
and connections. Well-being, also known as healthy positive functioning, can be defined as
experiences of pleasure and purpose (Dolan, 2014). Well-being is conceptualized as a
theoretically based and multidimensional construct with six specific components: selfacceptance, personal growth, purpose in life, positive relations, autonomy, and environmental
mastery (Ryff, 1989; Ryff & Keyes, 1995). Despite the need to further unpack and understand
well-being within the general literature, research has yet to examine racial and ethnic minority
college student functioning (Gloria et al., 2005, p. 165). An education system where all types of
knowledge are valued and considered ensures students thrive (Love, 2019). Furthermore, “we
must struggle together not only to reimagine schools but to build new schools that we are taught
to believe are impossible: schools based on intersectional justice, antiracism, love, healing, and
joy” (Love, 2019, p. 11). In the following section, I review what has been studied about wellbeing, present the role of academic trauma, and highlight the literature on Latina student
wellness.
Well-Being
Well-being extends beyond physical and mental health. Other domains are as important.
Prilleltensky and colleagues (2015) developed a model of well-being called I COPPE, which
stands for interpersonal, community, occupational, physical, psychological, and economic wellbeing. There is evidence that the various domains of well-being reinforce one another. The
definition of wellness or well-being is sustainable satisfaction of subjective and objective needs
in I COPPE domains of life (Prilleltensky, 2016; Prilleltensky et al., 2015; Prilleltensky &
Prilleltensky, 2006). Subjective needs involve how we feel, including social support, self-

30
determination, and a sense of belonging. In contrast, objective needs involve tangible resources
such as economic resources, health care, and shelter, among others.
Research points to wellness, mattering, and fairness or justice as foundations for
communities to foster and excel in well-being (Di Martino & Prilleltensky, 2020; Di Martino et
al., 2022; Prilleltensky et al., 2023; Scarpa et al., 2021). To nurture well-being, communities
must consider conditions, experiences, and outcomes. Social and economic conditions have
direct and indirect effects on outcomes. Conditions have to do with economic, social policy,
resources and the environment. Experiences have to do with how we process events in our lives.
Finally, outcomes have to do with our own assessment of our lives. Prilleltensky and colleagues
found that experiences of mattering mediate between fairness and wellness. In other words,
fairness leads to feelings of mattering, and these feelings, in turn, lead to wellness outcomes (Di
Martino & Prilleltensky, 2020; Di Martino et al., 2022; Prilleltensky et al., 2023; Scarpa et al.,
2021).
Regardless of where they are in the world, people need to matter. The definition of
mattering is feeling valued and adding value, in essence, to belong (Prilleltensky et al., 2023).
When people in a community feel like they matter, they are more likely to experience selfcompassion, autonomy, overall well-being, self-acceptance, and many other significant positive
benefits. In contrast, when people are not experiencing mattering, they develop psychological,
organizational, and national problems, such as depression, disengagement in school or work
settings, and divisions or nationalism (Prilleltensky et al., 2023).
Fairness is the application and practice of justice (Prilleltensky & Prilleltensky, 2006).
There are different types of justice: first is distributive, which entails the equitable allocation of
resources; second is procedural, which is the enactment of fair processes; and third is corrective,

31
which is the act of addressing wrongdoings (Prilleltensky & Prilleltensky, 2006; Prilleltensky et
al., 2023). Fairness or justice is to each his, her, or their due; essentially, it is to give people what
they deserve (Sandel, 2010).
In the concept of wellness, psychological justice is an underlying justice. All individuals
are owed respect, dignity, worthiness, and to matter and belong. Our psychological need as
human beings is to matter; therefore, psychological injustice violates the fundamental need to
matter or to belong (Prilleltensky et al., 2023). In an international study comparing over 40
countries, Prilleltensky and colleagues found that experiences of fairness and justice predict
wellness directly through justice and indirectly through experiences of being valued and adding
value, making the point that experiences of injustice make people feel inferior (Di Martino &
Prilleltensky, 2020; Di Martino et al., 2022). The interconnected themes of mattering, wellness,
and justice or mattering bring me to address the topic of well-being in academic spaces, as it
requires an abolitionist spirit and resistant capital; it requires moving through the education
system, ensuring that students feel safe and valued on college campuses and that these education
spaces are not perpetrators of violence and injustices toward the very students they are supposed
to protect and support (Love, 2019).
The Role of Academic Stress and Trauma
According to Perry and Winfrey (2021), trauma is defined as a deeply distressing or
disturbing experience that has long-lasting effects on an individual’s thoughts, feelings, and
behavior. The definition of trauma can include physical, emotional, sexual, or psychological
harm, such as abuse, neglect, war, natural disasters, or other traumatic events. Furthermore,
trauma is an ecological phenomenon where structural oppression harms communities as a whole
(Ginwright, 2016). Communities of color endure and heal from trauma on internalized,

32
interpersonal, and institutional levels. With this in mind, it is important to acknowledge trauma
as an ongoing process for urban communities, as opposed to one acute, defining event (DuncanAndrade, 2009; Ginwright, 2016). The culturally competent frameworks of Ginwright (2016)
help situate trauma and learning within structural oppression and highlight embracing culture as
a viable resource for healing.
With trauma’s impact on learning, I present academic trauma. Academic trauma, more
commonly known as school-related psychological stress, refers to the negative psychological and
emotional consequences of experiences in the educational system. These experiences can include
academic events or interactions with teachers, staff, and other students. Academic trauma is a
result of oppressive educational practices and policies, including discrimination, marginalization,
neglect, and lack of support, that can lead to long-term harm to students’ mental and emotional
well-being, leading to a range of negative outcomes such as anxiety and depression (Ginwright,
2016). Academic trauma can also arise from a sense of disconnection and disinterest in school,
leading to feelings of hopelessness, frustration, and reduced motivation.
The perpetuation of academic trauma in American educational settings dates as early as
the 1970s with laws promoting segregation of students, hyper-diagnosis of attention deficit
disorder/attention deficit hyperactivity disorder (ADD/ADHD) in the 1990s, the use of
prescription medicines to control student behavior in classrooms, bullying, and the school-toprison pipeline (Gray, 2013). The education system’s high-stakes testing culture and school
funding formulas based on standardized test scores added a level of anxiety-provoking
performance-based behavior among students that do not accurately measure learning and often
leave them feeling discouraged (Gray, 2013).

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Although academic trauma has not been widely studied, the history of the American
education system depicts its systemic perpetuation, with the greatest harm done to students of
color. The following section explores the themes of Latino students’ experiences as they relate to
educational trauma, such as cultural displacement, burnout, hopelessness, guilt, and language.
Latina Student Well-Being
Latinas’ responses or strategies to cope with the perceived barriers and stresses in higher
education have received relatively little attention (Gloria & Castellanos, 2012), specifically for
those who are first-generation American and first-generation college students. Studies on Latina
and Latino first-generation college students’ coping responses found that cultural congruity and
emotion-focused coping were most predictive of well-being (Gloria et al., 2009), “whereas
cultural congruity and taking a planned active coping response were most predictive of wellbeing for Latinas” (Gloria & Castellanos, 2012, p. 84). First-generation Latina students become
aware of their distinctive educational experiences during their academics. With this realization
comes the perception of family as a multifaceted factor in academic persistence, necessitating an
intentional effort to negotiate a healthy balance between school and family (Gloria &
Castellanos, 2012).
As part of balancing family and school, Latina students may see themselves as role
models for family members and their communities. As much as this is a pursuit of their own
educational aspirations, first-generation Latina students are “equally acting on behalf of their
families by introducing opportunities and providing avenues for others—a simultaneously
stressful yet critical and rewarding process” that weighs on their sense of balance and wellness
(Gloria & Castellanos, 2012, p. 89).

34
When considering who plays a more significant supportive role in this school–family
balance and navigating the world of academics, family support does not appear to be as effective
as support from friends in protecting against psychological distress (Gloria & Castellanos, 2012).
Although family does enhance feelings of well-being, a study with a large sample of Latina/o
undergraduates found that support from friends contributed slightly more to positive well-being
than that from family (N. Rodríguez et al., 2003). The positive impact on well-being may arise
from peers and friends who share greater similarities with first-generation Latina/o students in
terms of age, educational aspirations, and college experiences compared to family members
(A. L. Rodríguez et al., 2000).
In-depth interviews with six Latina first-generation master of social work graduates
revealed the often overlooked tensions that they experienced while negotiating their ethnic and
professional identities (Leyva, 2011). The phenomenon of seeking balance continues. Despite
having general parental support for pursuing an education, Latina first-generation graduate
students “juggle multiple identities of gender-role expectations with being students, family
members, and parents” (Leyva, 2011, p. 21). All participants in Leyva’s study commented on the
demands of living in a transitional space between “traditional Mexican, gender-based role
expectations, and the interpersonal skills required in professional social work practice” (p. 27). In
particular, the themes of serving, anticipating men’s needs, and submission to men were
embedded in all participants’ descriptions of family gender-role expectations.
Although support from friends and peers contributes slightly more significantly to
positive well-being than that from family, family does appear to enhance feelings of well-being
(Gloria & Castellanos, 2012). Thus, the influence of parents or family is a significant factor in
academic success and completion. A solid parental or familial commitment to education, parental

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or familial facilitation of the student’s autonomy regarding the college search and choice process,
and numerous nonverbal expressions of support for the student’s educational achievement are
among the most common parenting or familial characteristics in successful first-generation
Latino/a college students (Ceballo, 2004).
Part 4: Theoretical Frameworks
This study uses Prilleltensky’s (2003, 2005) psychopolitical well-being theory,
employing Anzaldúa’s (2002, 2015) theory of conocimiento, as the foundation for articulating
key aspects of Latina students’ personal and academic lives. In this study, Prilleltensky’s
psychopolitical well-being theory provides a structure for examining Latina students’ perceived
challenges and experiences in relation to well-being and their academics in CCCs. Prilleltensky’s
theory emphasizes the interconnectedness of individual well-being and the political and social
environment. Prilleltensky’s theory frames the understanding of well-being in a broader societal
context, giving an urgency to hold the CCCs accountable for becoming socio-political
environments that are just and supportive for Latina students to achieve true well-being.
Additionally, Anzaldúa’s (2002, 2015) theory of conocimiento highlights seven stages in the
path to conocimiento. For Anzaldúa (2002), “deepening the range of perception enables you to
link inner reflection and vision—the mental, emotional, instinctive, imaginal, spiritual, and
subtle bodily awareness—with social, political action and lived experiences to generate
subversive knowledges” (p. 542). The following sections provide a visual of the conceptual
model used and an overview of the study’s two theoretical frameworks that make up the
conceptual model. The model reflects the blending of Anzaldúa’s (2002, 2015) theory of
conocimiento and Prilleltensky’s (2003, 2005) psychopolitical well-being theory.

36
Figure 1
Conceptual Framework
Psychopolitical Well-Being Theory
In Prilleltensky and colleagues’ (2015) I COPPE model, interpersonal, community,
occupational, physical, psychological, and economic well-being interact with one another. They
are independent but highly correlated, establishing that wellness is multidimensional.
Prilleltensky (2003, 2005) focused on understanding the sources and dynamics of oppression,
resistance, and actions toward liberation regarding well-being. Prilleltensky’s (2005) model of
psychopolitical well-being demonstrates that personal, interpersonal, and collective

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discrimination affect personal, interpersonal, and collective well-being. This model of well-being
serves as a helpful method in analyzing an individual’s well-being, specifically how it is
determined through the three interconnected spheres (personal, relational, and collective), and
consists of four areas of analysis (sites, signs, sources, and strategies).
Sites of well-being refer to the location of well-being. These locations, also known as the
domains of well-being, may be within a person (personal), a relationship (relational), or a
community (collective), each unique and dependent on the others at the same time. Prilleltensky
(2005) indicated that “communities, as sites of well-being, embody characteristics such as
affordable housing, clean air, accessible transportation, and high-quality healthcare and
education facilities” (p. 54). Relationships are sites where “exchanges of material (money,
physical help) and psychological (affection, caring, nurturance) resources and goods occur”
(Prilleltensky, 2005, p. 54). Persons are the sites where “feelings, cognitions, and
phenomenological experiences of well-being reside” (Prilleltensky, 2005, p. 54). It is imperative
to honor the sites’ uniqueness and interdependence simultaneously; otherwise, one might miss
the need to heal the personal, relational, or community conditions that are diminishing wellbeing.
The signs of well-being refer to “manifestations or expressions of well-being at the
different sites” and answer the question, “How do I know that this site is experiencing wellbeing?” (Prilleltensky, 2005, p. 54). Each of the sites of well-being and its corresponding signs
has particular sources. According to Prilleltensky (2005), “Although specific sources refer to
particular signs, it is important to remember that each sign has multiple sources and that the
different determinants always interact” (p. 54). For example, a collective sign of well-being, such
as access to a high-quality public college education, would also enhance opportunities for control

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and self-efficacy, a sign of personal well-being. Strategies are interventions, and they must be
specific enough to simultaneously address each of the sites, signs, and respective sources of wellbeing. According to Prilleltensky (2005), “strategies that concentrate exclusively on personal
well-being undermine well-being because they do not support the infrastructure that enhances
well-being itself” (p. 55). This has been a significant gap in common efforts to foster individual
well-being through only the psychological realm, such as cognitive reframing, positive thinking,
and self-help.
Overall, for Latina students, this model can uncover linkages between personal,
relational, and collective well-being as a positive sense of well-being contributes to fulfilling the
personal, relational, and collective needs of the individual and the community (Prilleltensky,
2003, 2005).
Theory of Conocimiento
Anzaldúa’s (2002, 2015) seven stages of conocimiento do not necessarily occur in
sequence; one could go through these stages in a non-linear fashion. The stages are el arrebato,
nepantla, desconocimiento, the call—el compromiso, new personal and collective stories, the
blow-up–a clash of realities, and shifting realities—acting out the vision—transformation. El
arrebato are life transitions, traumas, and challenges that result in a loss of foundation. According
to Anzaldúa (2002), “Cada arrebatada (snatching) turns your world upside down and cracks the
walls of your reality, resulting in a great sense of loss, grief, and emptiness, leaving behind
dreams, hopes, and goals” (p. 546). Some arrebatos may be mild and resolved in a short time;
however, others may take more time to process. Leaning into the arrebato, “critically analyzing
both its traumatic and its teachable components, we can begin to recognize that from our most

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difficult times can come new teachings, tools, gifts, and growth processes that can result in our
personal development, transformation, and empowerment” (Rendón, 2023, p. 173).
The second stage is nepantla, a liminal in-between stage:
[a] site of transformation, the place where different perspectives come into conflict and
where you question the basic ideas, tenets, and identities inherited from your family, your
education, and your different cultures. Nepantla is the zone between changes where you
struggle to find equilibrium between the outer expression of change and your inner
relationship to it. (Anzaldúa, 2002, pp. 548–549)
The third, desconocimiento, is the stage caused by finding oneself in the chaos of a
liminal space. It is the cost of knowing, experiencing self-loathing, and helplessness. It is
paralyzing, where one is “tormented by self-contempt, you reproach yourself constantly and
despair. Guilt and bitterness gnaw your insides and blocked by your own grand expectations,
you’re unable to function” (Anzaldúa, 2002, p. 550). In the fourth stage, the call–el compromiso,
one comes out of despair and breaks free from habitual coping strategies. In beginning to connect
with our spirit, one experiences a conversion (Rendón, 2023). Anzaldúa (2002) explained this as
a knowing that prompts one to shift into a new perception of oneself and the world. Nothing is
fixed. The pulse of existence, the heart of the universe is fluid. Identity, like a river, is always
changing, always in transition, always in nepantla. Like the river downstream, one is not the
same person one was upstream. One begins to define oneself in terms of who one is becoming,
not who one has been. These states of awareness do not last, yet they provide the faith that
enables one to continue la lucha (Anzaldúa, 2002, p. 556).
In Stage 5, new personal and collective stories, is where one creates a pattern that speaks
to the new reality (Rendón, 2023). It inspires one to engage both “inner and outer resources to

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make changes on multiple fronts: inner/spiritual/personal, social/collective/material” (Anzaldúa,
2002, p. 561). Stage 6 is where one experiences a blow-up, a clash of realities: “you think you’ve
made progress, gained a new awareness, found a new version of reality, created a workable
story, fulfilled an obligation, and followed your own conscience” (Anzaldúa, 2002, p. 567).
When one casts to the world what one has created and puts one’s ideals into action, one may face
success or disappointment. Lastly, the seventh stage is where shifting realities are experienced. It
is the critical turning point of transformation, where one shifts realities, develops an ethical,
compassionate strategy to negotiate conflict and difference within self and between others, and
finds common ground by forming holistic alliances. One’s daily life includes these practices as
one acts on one’s vision (Anzaldúa, 2002, p. 545).
Psychopolitical Well-Being and Theory of Conocimiento
Psychopolitical well-being, as Prilleltensky (2005) defined, combines psychological and
political well-being in oppressed communities, as the “well-being of individuals depends on
psychological health as much as on political structures” (p. 196). Prilleltensky’s model for
analyzing factors of well-being helped to uncover linkages between personal, relational, and
collective well-being for Latina students. For this study, I used well-being tenets, which
emphasize that an individual’s well-being is determined through the three interconnected spheres
(personal, relational, and collective) and consists of four areas of analysis (sites, signs, sources,
and strategies). Although Prilleltensky’s model for well-being is political, it is missing a cultural
and racialized experience. Approaching this research through the lens of a psychopolitical wellbeing model and theory of conocimiento allowed this study to be situated within the concepts of
well-being, yet making it possible for the participants to name what well-being means to them.
Getting to more of a cultural understanding of well-being requires keeping in mind the cultural

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aspects of the Latina student’s experience, their own ways of knowing, their own ways of
navigating the world, and their own ways of navigating trauma, healing, and liberation.

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Chapter Three: Methodology
A qualitative approach to exploring Latina students’ experiences was best
suited for this study because of the need for data and research on this population’s wellness in
higher education. Due to the interest in understanding how these students interpret their
experiences, construct their worlds, and the meaning they attribute to their experiences (Merriam
& Tisdell, 2016), this study took a qualitative approach to narrative research. This qualitative
study aimed to explore and learn about the participants’ experiences and challenges that led to
the development of their perceptions of well-being, their wellness strategies, and how they
inform academic success in their CCC experience. The research questions for this study are
descriptive, meaning-making, and, to some extent, process-related, with particular interest in
understanding what is happening in the participants’ lives as it relates to their well-being amid
previous or currently experienced academic trauma. The research questions that frame this study
are as follows:
1. What are the arrebatos (academic and non-academic challenges, stressors, trauma, life
transitions, and loss of foundation) experienced by Latina students in their academic
journey while enrolled in CCCs?
2. What are the well-being perceptions, experiences, and practices Latina students
employ to combat the arrebatos experienced while enrolled in CCCs?
Research Design and Methodology
The key themes of well-being, validating relationships, equity and justice, and
contemplative education energized my interest in Latina wellness and student success. The
interest in fighting for the wellness of my community is a movement of resistance against the
status quo toward recognizing Latina students’ full humanity. Thus, a qualitative methodological

43
approach was appropriate for this study as its purpose was to understand social phenomena and
is inductive in nature (Lochmiller & Lester, 2017). Qualitative research relies on language and
verbal data rather than numerical data (Merriam & Tisdell, 2016).
The theoretical frameworks guiding this qualitative study are Prilleltensky’s (2003, 2005)
psychopolitical well-being theory, employing Anzaldúa’s (2002, 2015) theory of conocimiento,
as the foundation for articulating key aspects of Latina students’ personal and academic lives.
This study examined both their arrebatos and the well-being practices they engage in to resist
and challenge the high-stress academic environment in the CCCs’ racialized system. To counter
traditional and normative research paradigms and center Latina’s knowledge and experiences
about their wellness and academics at CCCs through interviews, I used testimonios as the critical
qualitative methodology tool for this study (Solórzano & Yosso, 2002).
This chapter consists of eight parts: information about testimonios as the methodology
tool used, participation selection, sampling and recruitment, data collection and analysis, steps to
ensure credibility and trustworthiness, limitations, and my role as a researcher in the
methodology.
Testimonios
Rooted in liberatory education and pedagogy (Freire, 1970), testimonios “emerged from
the field of Latin American Studies and has generally been used to document the experiences of
oppressed groups and denounce injustices” (Pérez Huber, 2009, p. 645). In Chicana and Chicano
education research, testimonio is situated in the liberationist pedagogy presented by Paulo Freire
(1970) in that testimonio “advocates writing as a means of liberation—dialogically informing a
narrative that is first spoken and then used to make literacy meaningful as a dynamic entry to
conscientization and liberation from oppression” (Reyes & Curry Rodríguez, 2012, p. 525).

44
Testimonios serve as a form of validating the lived experiences and knowledge of the
participants, expressed vocally or written such as diaries, letters, or journals, through narratives,
storytelling, poetry, song lyrics, or spoken word (Reyes & Curry Rodríguez, 2012).
I chose testimonios for this study because they recognize the power of a collective voice
to disrupt racialized structures and stir in the direction of wellness and racial justice in higher
education. Testimonios offer three major contributions to this collective voice (Pérez Huber,
2009). First, testimonio allows participants to collaborate with the researcher, honoring
participant’s lived experiences and knowledge (Pérez Huber, 2009). As a result, “participants
play a crucial role in deciding how knowledge about their experiences is produced in the
research process” (Pérez Huber, 2009, p. 650). Second, similar to critical race counterstories,
testimonio also recognizes the power of telling one’s story that is rooted in traditions of
storytelling in Latina/o, African American, and Native American communities (Booker, 2002;
Yosso, 2005). Third, positioning testimonio within a Chicana feminist epistemology or one’s
own Latinx cultural intuition brings the method of testimonios to life, providing an explicit
method of data analysis that guides the research strategies used (Pérez Huber, 2009).
There are four sources of cultural intuition Latina researchers draw upon during research:
personal, academic, professional, and the analytic process itself (Delgado Bernal, 1998).
Personal experience “includes the researcher’s background and epistemology, which shape how
she understands, interprets and makes sense of events, circumstance, and data during the research
process” (Pérez Huber, 2009, p. 646). Academic experiences “inform how we make sense of
related literature on our research topic” (Pérez Huber, 2009, p. 646). Professional experiences
provide significant insight into the research, with the final source of cultural intuition lying in the
analytical research to bring meaning to our data and larger study (Pérez Huber, 2009).

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The objective of testimonio is to “bring to light a wrong, a point of view, or an urgent call
for action” (Reyes & Curry Rodríguez, 2012, p. 525). Therefore, in this manner, the testimonio
differs from the qualitative method of in-depth interviewing in that testimonio is intentional and
political (Reyes & Curry Rodríguez, 2012).
Participation Selection
Participant criteria for selection included students who self-identify as Latina and female,
are at least 18 years old, and completed a certificate program, associate degree, and/or transfer
requirements at a CCC between 2020 and 2023. The participants also had to have experienced
arrebatos (academic or non-academic challenges, stress, trauma, and/or life transitions), valued
taking care of themselves and engaged in practices to support well-being (bienestar) while they
were CCC students.
Sampling and Recruitment
The ideal sample in a qualitative study is “one that enables researchers to make sound
interpretations of the data to have sufficient data to ground and to produce an in-depth report of
their findings” (Lochmiller & Lester, 2017, p. 141). Qualitative researchers purposely select
participants or sites that will best help the researcher understand the problem or research question
(Creswell & Creswell, 2018). Therefore, researchers deliberately select particular settings,
persons, or activities to provide information relevant to the study questions and goals (Maxwell,
2013). Due to this study requiring specific sampling criteria, the sampling technique was both
convenient and purposeful (Lochmiller & Lester, 2017).
As a practitioner-scholar, purposeful sampling allowed me to focus on Latina community
college students by recruiting from my education networks of CCC educators and academic
counseling faculty statewide. I sent a recruitment email (Appendix A) and flyer (Appendix B) to

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my CCC colleagues and shared these with professional groups on social media, asking
colleagues to share with their various student groups and organizations across Northern, Central,
and Southern California. Students who were interested in participating in the study and met the
participant criteria were directed to complete a 3- to 5-minute screening questionnaire and
demographic form via the Qualtrics software (Appendix C), which asked questions about their
background, demographics, and experiences. The screening questionnaire and demographic form
informed the student that their responses were confidential and would remain anonymous.
Additionally, the forms stated that the study was voluntary and that they could opt out at any
time. If the student met the eligibility requirements, based on their responses, I emailed them an
invitation to participate in a one-on-one 60- to 90-minute interview via Zoom (Appendix D).
The population for this study was Latina CCC students who experienced arrebatos and
engaged in well-being strategies during their time as students. I conducted eight virtual
interviews. Maintaining a small number of participants allowed me to explore the subtleties of
how each interpreted their experiences within their specific contexts (Maxwell, 2013). Due to the
interviewees’ various locations, approval was only required from the University of Southern
California Institutional Review Board. Upon scheduling an interview, the participants received
an information sheet about the study. The sheet provided the purpose of the study, participants’
rights and involvement, information on payment and compensation for participation, and
participants’ confidentiality and protection (Appendix E).
Instrumentation
The interview protocol (Appendix F) was influenced and developed by the research
questions guiding this study, Prilleltensky’s (2003, 2005) psychopolitical well-being theory and
Anzaldúa’s (2002, 2015) theory of conocimiento. The interviews highlighted the participants’

47
testimonios to center their lived experiences about their well-being and their academics with the
intent to begin to interrogate and unpack how CCCs can better support this population. The
interview protocol was organized into six sections: an introduction and reminders to the
interviewee; rapport-building questions (four questions); educational journey and conocimiento
questions (12 questions); questions about sites, signs, and sources of well-being (11 questions);
campus environment and well-being questions (nine questions) and closing questions and
remarks.
Data Collection
In qualitative research, data collection activities often include asking participants
questions, conducting observations, or collecting artifacts or documents (Lochmiller & Lester,
2017). I collected data through interviews, namely testimonios. I chose to use testimonio as the
research method because it is emergent and allows flexibility to adapt the study based on what
surfaced during data collection (Merriam & Tisdell, 2016). Of the 182 responses to the screening
questionnaire and demographic form, 19 people met all six of the study criteria. Of the 19
individuals invited to interview, I conducted virtual interviews with eight. I did not receive a
response from the other 11. I conducted the eight interviews via Zoom and recorded them for
transcription and data analysis. The shortest interview was 61 minutes, and the longest was 108
minutes. The interview approach was semi-structured for flexibility, to “conduct the interview in
a more conversational manner,” and to allow for unexpected understandings to emerge
(Lochmiller & Lester, 2017, p. 151). I requested the participants’ verbal at the start of the
interview for their permission to audio record the interview. I uploaded the recorded interview
audio file from Zoom to Happy Scribe, an automatic and human transcription service that
converts audio to text for transcription. As a token of appreciation and gratitude to the

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participants, I sent a $30 Amazon electronic gift card to their email upon completion of the oneon-one interview.
Data Analysis
While there are various ways to analyze data, the construction of codes was the primary
way I analyzed the data. The construction of codes is an analytic process, the “building up of a
conceptual schema” (Gibbs, 2018, p. 61). A code is a “word or brief phrase that symbolically
represents a summarizing, prominent, essence-capturing, and/or evocative attribute of a segment
of language-based or visual data” (Saldaña, 2016, p. 4). Coding involves identifying patterns and
interpreting the data from the researcher’s perspective, serving as a method to uncover themes
(Saldaña, 2016). To begin the coding process, I read the interview transcripts before analyzing
them (Maxwell, 2013). This process included writing memos on my feelings, observations, and
triggers during each interview. I then read the interviews for accuracy while playing the audio
recording at the same time.
After reading each interview, I began writing narratives for each of the participants. I
noticed I was missing characteristic information from a few, such as age, number of dependents
and relationship status that I had for some because they disclosed it. Therefore, I performed
member checks by reaching out to participants via email for that additional information and for
“ongoing dialogue regarding my interpretations of the informant’s reality and meanings” for
interpretation accuracy (Creswell & Creswell, 2018, p. 208). Once I had all the information, I
completed a participant table and narratives for each participant. Both data-driven and concept
coding were used (Gibbs, 2018).
Data-driven coding, also known as open coding, allowed me to start reading the
participant interviews without initial coding to understand what was happening and set aside

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presuppositions, prejudices, and preliminary ideas. This process honored the participants’
testimonios by initially refraining from imposing interpretations or coding based solely on preexisting conocimiento or well-being theory. While drawing from Prilleltensky’s (2003, 2005)
psychopolitical well-being theory and Anzaldúa’s (2002, 2015) theory of conocimiento, the
analysis remained open to the diverse experiences and perspectives the participants shared,
allowing their voices to shape the interpretation process.
Credibility and Trustworthiness
The validity and reliability of a study depend upon the ethics of the investigator (Merriam
& Tisdell, 2016). Patton (2002) identified the credibility of the researcher along with rigorous
methods as essential components to ensure the credibility of qualitative research. Per the author,
“ultimately, for better or for worse, the trustworthiness of the data is tied directly to the
trustworthiness of those who collect and analyze the data - and their demonstrated competence”
(Patton, 2002, p. 706).
With a qualitative research design and “acute focus on a particular context,” I am hesitant
to claim that findings are generalizable (Lochmiller & Lester, 2017, p. 98). Additionally, it is
important to understand the concept of the researcher as an instrument (Lochmiller & Lester,
2017). With this in mind, the “researcher becomes a learner and must view research as a process
of self-discovery and self-examination” (Dei, 2005, p. 6). With this in mind, it is important to
remain “reflexive” throughout the research by “intentionally accounting for your assumptions,
biases, experiences, and identities that may impact any aspect” of the research (Lochmiller &
Lester, 2017, p. 95).
As I underwent this meaning-making process, I saw and interpreted through my own
mindscape, lens, and worldview. This is very important not to lose sight of. Ongoing reflection

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and accountability for my positionality and assumptions as I engage in this work is instrumental
because there are, without a doubt, shortcomings and biases that can influence the study and
research. Bowen (2009) and Merriam and Tisdell (2016) also recommended observations or
document analysis in addition to interviews as a qualitative research method for triangulating
data. Creating triangulation helps to create credibility by giving other forms of examples beyond
the basic research to reduce the potential bias of a single study or method (Bowen, 2009).
Researcher’s Positionality
As a researcher mother-practitioner-scholar, my positionality and epistemology filter how
I interpret and view the world and thus inform the research paradigm (Lochmiller & Lester,
2017). Specifically, the critical/feminist research paradigm seeks to center the perspective of
those facing injustice with the ontology that the world is made up of historically situated power
structures that impact individuals (Lochmiller & Lester, 2017).
Who I am and the experiences I have lived shape my interest in this study. So, who am I?
I proudly identify as the eldest daughter of immigrant parents, a Salvadoran mother from San
Miguel and a Mexican father from Morelos. Growing up, I learned to straddle different cultures
and speak two languages. I am a person who navigates in-between spaces. I grew up in South
Central Los Angeles, California a predominantly Black and Latinx community, in the
neighborhood of Westmont. I grew up with Christian values and a deeply rooted high esteem for
family, education, and working hard. I am a woman, mother, family member, community
member, first-generation college student/professional, and student advocate. In my dissertation
work, I was interested in learning about how Latina students in community colleges develop
their sense of well-being and how it impacts their academic success. One of the main reasons this
is an area of interest and I want to study is in part because of my personal experience.

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My educational experiences include underfunded Los Angeles district grade schools,
attending community college, transferring to a predominantly white large research public
institution, and learning about my mental health and well-being as an undergraduate student
myself. Throughout my academic journey, I wasn’t given the tools to deal with my own trauma,
fears, and insecurities. I merely learned that they existed. As a Latina scholar-practitioner, I
continue to seek out healing and wellness practices to carry me through the challenges life brings
while simultaneously navigating my anxiety. As Anzaldúa (2002) explains, the arrebatos, living
in liminal in-between spaces, the self-loathing, moving to action and new visions, and risk taking
in a new world all lead to growth in my own conocimiento, “aja” moments, wisdom, and
transformation. As an educator and counseling faculty in the California community college
system, I have witnessed the impact of mental health challenges and trauma on Students of Color
and their learning, as well as the incredible potential in embracing radical and wellness frames of
thought and practices to heal students on an individual and collective level. I strive to
conceptualize my role and positionality to be, as Rendon (2023) explains in SentiPensante, one
of teacher/learner, artist - one who fosters creativity and insightful thinking, a healer/liberator
who plays a role in healing the wounds of students’ past invalidation and releasing self-limiting
beliefs; and a humanitarian who views teaching as a service to humanity (Rendón, 2023). My
hope is that this dissertation can serve as an offering of reflection, restoration, and an ongoing
fight for the wellness of my community, as I believe it to be a movement of resistance against the
status quo toward recognizing the full humanity of Latina students in education. This healing
work is about my students and also very much about me, my daughter, and my family.
As a counselor at the community college level who shares many identities with the
students I interviewed, I acknowledge that I needed to be aware of my biases and perceptions

52
and that I had to be transparent in my dissertation work about this. As a counselor, although I
may not personally know the interviewees, they could have perceived me to be in a position of
power, given my role. Milner (2007) argued that dangers seen, unseen, and unforeseen can
emerge for researchers when they do not pay careful attention to their own and others’ racialized
and cultural systems of coming to know, knowing, and experiencing the world. Milner (2007)
provided a framework to guide researchers in a process of racial and cultural consciousness as
researchers conduct research through the following features: researching the self, researching the
self in relation to others, engaged reflection and representation, and shifting from the self to the
system.
One strategy I used to address how my power and positionality could shape the study or
have implications for the participants is engaged reflection (Milner, 2007). The participants and I
engaged in reflection together to think through what was happening in the study, with race and
culture placed at the core. The point is that “researchers and participants in a study may interpret
an experience or an interaction in very different ways, depending on the life worlds,
phenomenologically speaking, of those conducting and involved in the research” (Milner, 2007,
p. 396). My positionality and background are similar to those of the interviewees; thus, I had to
be transparent about my identity, positionality, and epistemology. Such an approach prevented
my voice from overshadowing the voice of the interviewees and vice versa.
Conclusion
This chapter presented the qualitative research rationale and methodology, including
participant selection, sampling and recruitment, instruments, data collection, data analysis,
credibility and trustworthiness, and researcher positionality. Chapter Four will present the

53
findings from the interviews. The final chapter provides an analysis of the findings along with
recommendations.

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Chapter Four: Findings
The purpose of this study was to gain an understanding of the well-being experiences of
Latina students amid personal and academic stressors during their enrollment in the CCC system,
focusing on their academic experiences and development of personal well-being, as well as their
strategies, self-perceptions, and the support systems from which they draw. With these goals in
mind, this study sought to explore and answer the following research questions:
1. What are the arrebatos (academic and non-academic challenges, stressors, trauma, life
transitions, and loss of foundation) experienced by Latina students in their academic
journey while enrolled in CCCs?
2. What are the well-being perceptions, experiences, and practices Latina students
employ to combat the arrebatos experienced while enrolled in CCCs?
This study used two theoretical frameworks. Prilleltensky’s (2003, 2005) psychopolitical
well-being theory offers a framework for analyzing the participants’ perceived challenges and
experiences regarding their well-being and academic journey in CCCs. This theory emphasizes
the interconnection between individual well-being and the broader political and social
environment. Using Prilleltensky’s theory, the study situates the interviewees’ well-being within
a larger societal context, underscoring the need for CCCs to become just and supportive sociopolitical environments that enable true well-being for students like them. Additionally,
Anzaldúa’s (2002, 2015) theory of conocimiento, a relational ontology, outlines seven essential
stages in the path to conocimiento. Anzaldúa uses this term to describe a transformative process
of self-awareness and healing that transcends intellectual understanding. According to Anzaldúa
(2002), “deepening the range of perception enables you to link inner reflection and vision—the
mental, emotional, instinctive, imaginal, spiritual, and subtle bodily awareness—with social,

55
political action and lived experiences to generate subversive knowledges” (p. 542). Anzaldúa’s
(2002, 2015) seven stages of conocimiento do not necessarily occur in sequence; one could go
through these stages in a non-linear fashion. The stages are el arrebato, nepantla,
desconocimiento, the call—el compromiso, new personal and collective stories, the blow-up—a
clash of realities, and shifting realities—acting out the vision—transformation.
Chapter Four is organized by first introducing the testimonialistas interviewed for this
study. I include a participant table and a brief narrative to introduce them: Antonia, Gaby, Glenn,
Itzel, Mary, Natalia, Salma, and Selena. I then present the findings pertaining to Research
Question 1 utilizing Anzaldúa’s (2002, 2015) theory of conocimiento. In addition to the
narratives, I present segments of the participants’ testimonios about their roles as students and
include the different stages of conocimiento that each experienced. I then present the findings
regarding Research Question 2 utilizing Prilleltensky’s (2003, 2005) psychopolitical well-being
theory.
Participants
In the following section, I provide a brief narrative to introduce the testimonialistas:
Antonia, Gaby, Glenn, Itzel, Mary, Natalia, Salma, and Selena. To protect their privacy, I gave
them pseudonyms; some self-selected their pseudonyms, de-identified where they work, and
described their roles in more generic terms (Tables 2 and 3).

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Table 2
Testimonialistas’ Demographics
Pseudonym Age Preferred
racial/ethnic
identity
Sibling
order
Generation Relationship
status
Children
Antonia 22 Hispanic,
Latina
Middle
of three
First Single 0
Gaby 28 Hispanic Youngest
of three
First Partner 1-monthold
daughter
Glenn 32 Latina,
Mexican
Youngest
of three
First Partner 0
Itzel 27 Latinx/
Chicanx
Eldest of
two
First Single 0
Mary 23 Mexican
American,
Chicana
Youngest
of three
First Partner 0
Natalia 25 Hispanic,
Latina
Middle
of three
Born
in Mexico
Single 0
Salma 39 Latina Youngest
of two
Born
in Mexico
Separated/
married
Four sons
aged 20,
18, 14, and
12
Selena 22 Latina Youngest
of four
First Single 0

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Table 3
Testimonialistas’ Enrollment
CCC attendance CCC completion Post-CCC
journey
Enrollment
pattern
Antonia One CCC in
Southern
California
Transfer requirements and
associate degree in sociology
UC Full-time
Gaby One CCC in
Southern
California
Transfer requirements in
behavioral and social
sciences
UC Full-time
Glenn Six CCCs in
Central and
Southern
California
Transfer requirements and
associate degree in
communication studies,
anthropology, social and
behavioral science
UC Part-time, gaps
in enrollment
Itzel One CCC in
Southern
California
Transfer requirements and
associate degree in biology
CSU Mostly fulltime, last three
semesters parttime
Mary One CCC in
Southern
California
Transfer requirements and
associate degree in
sociology, psychology, and
social and behavioral
sciences
UC Full-time
Natalia One CCC in
Northern
California
Associate degree in biology Employment Full-time
Salma One CCC in
Southern
California
Certificate program in
general education
development
CSU Part-time
Selena Three CCCs in
Southern
California
Transfer requirements and
associate degree in Chicano
studies
UC Full-time

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Antonia
Antonia’s story is one of resilience, determination, and pursuing dreams amid various
challenges. Born and raised in a suburban neighborhood north of Los Angeles, Antonia grew up
in a low-income household with her parents, siblings, and uncle. Her parents, hailing from
Zacatecas and Nayarit in Mexico, instilled in her a deep connection to her cultural roots through
frequent visits to Mexico. As a first-generation Latina, Antonia navigated the complexities of her
identity with pride:
When I introduce myself or, like, when I, like, kind of give my elevator pitch to people
about who I am, I definitely say, like, oh, I’m a first-gen Latina, so I feel like those right
now are, like, the most predominant ones. I think I’m very proud of, like, my identity as a
Latina, and then as a first-gen, I do feel like I’m always trying to navigate new spaces,
but also, like, trying to embrace kind of, like, the beauty that comes with the experience
and, like, the community that it brings.
Antonia’s older sister, a college graduate, served as her initial inspiration, encouraging her to aim
high:
I think the first motivator to even get a college education period was my older sister.
She’s always been the brains of the family. She went to [CSU] right after high school, so
she kind of, like, always, taught me to, like, aim higher. And my dream was always to
attend the University of Califonia, and I didn’t get in after high school, so I always knew
that community college was, like, stigmatized. But I had seen someone who was, like, a
year older than me, who had went to my same high school, who went to community
college, and then transferred to the [UC]. And I didn’t really know him, but I did see him
as, like, a success story. So, I kind of just figured that if he did it, then I could do it, too.

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At the time of this study, Antonia was enrolled in a bachelor’s degree in sociology with a double
minor in education and Chicano studies at the UC.
Gaby
Born in California to Guatemalan parents, Gaby grew up in a close-knit family with her
mother, sisters, and aunt. Her Latina identity deeply influenced her, instilling a sense of
belonging and ideals derived from her cultural heritage. When asked about her identity, she
shared,
My Latina identity. It just makes me feel like I’m part of something, like part of a culture,
having my own. … I guess my own set of ideals combined with what has been taught to
me by my family.
Despite not graduating from high school initially and attending a continuation school,
Gaby’s reflection on her privileges and the opportunities available to her as a Latina in the
United States motivated her to pursue higher education. When asked about her educational
journey, she explained,
I think I really reflected after. … Because I didn’t graduate high school, I went to a
continuation school. And after I reflected, damn, I am so privileged to actually be born
here, and I have friends that don’t have papers. So, it made me reflect. I should take
advantage of the things that I, as a Latina, can do while some of my friends can’t really
reach those heights that I obviously can. That’s just what motivated me to go to
community college and pursue higher education.
She initially explored cosmetology due to her interest in makeup. However, she shifted her focus
to general education and earned an associate degree in behavioral science. At the time of this
study, she was enrolled as a double major in psychology and anthropology at a UC campus.

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Glenn
Glenn’s academic journey is one of resilience, determination, and the quest for identity
amid the complexities of familial expectations and personal aspirations. She has been in a
relationship for 9 years, and her parents are from Durango and Distrito Federal, Mexico. Glenn
grew up in a strict household, constantly navigating the cultural expectations placed upon her as
the youngest of three sisters. Her journey through higher education was not linear, marked by
multiple transfers, financial struggles, and personal traumas, all of which played a role in her
identity development. When asked about her identity, she shared,
Latina would definitely be the biggest one. Like, I feel like that’s the first thing people
notice about me. I think also within my friend group in academic circles, I’m very
leadership-oriented. Not stubborn or headstrong, but I feel like, with all my years of
experience, I’m definitely not shy about being a bit more vocal. I want to say maybe, like,
a lifelong learner is a strong identity for me. That’s something that’s very important to
me. I just recently got my associate this past spring, and I started winter 2012. So, that’s
what, 12 years? Yeah. Wow. I’d say that I’m definitely a lifelong learner.
Glenn’s initial excitement to attend the CSU after high school was met with a significant
setback when her admission was rescinded. This unexpected event led her to enroll at a CCC in
Southern California, where she began her tumultuous path through various community colleges.
When asked about how she began her educational journey in higher education, she shared,
I feel like, initially, I didn’t have any sense of direction. Like, after [CSU] rescinded my
admissions, I kind of felt not hopeless, but more like I was definitely kind of embarrassed
that that happened. So, my sister, the middle one, was the one originally attending a
[CCC] over 30 miles away from home. And my family was very like, strict with how I

61
grew up, so they’re like, just go there. Even though where I grew up, other community
colleges would have been a lot closer instead of having to travel all that way out.
Despite facing academic hurdles, including failing her first college course taken during
high school, Glenn persisted, driven by an intrinsic desire to succeed and the subtle push from
her family’s high expectations. After attending six CCCs throughout Central and Southern
California, all with varied enrollment statuses from part-time to full-time and gaps, she earned
associate degrees in communication studies, anthropology, and social and behavioral sciences
and completed transfer requirements for aerospace engineering. At the time of this study, she
was about to transfer to a UC campus.
Itzel
Itzel’s story is a tapestry of strength, hardship, and unwavering determination. Born in
Los Angeles to Mexican immigrant parents from Michoacan. As the eldest child, her
responsibilities began early. By the age of 5, Itzel was translating legal documents for her
parents, who were navigating their path to U.S. citizenship with limited English proficiency. The
familial challenges Itzel faced were significant. Her father, embodying the traditional machismo
of Latino culture, was both authoritarian and abusive. This environment of control and volatility
created a foundation of fear and instability in Itzel’s life. Important identities to Itzel are that of
the older sister, taking the role of second mother to her younger brother, and being a student.
When asked about her growing up, she shared,
When I was 15, my dad was arrested, so my mom had to go from housewife to sole
breadwinner in like a day. So, that made me kind of like the mom of the house because I
was the one picking up my little brother, trying to figure out how to cook, like, at such a
young age. My dad owned a bar. So, my mom had to take in this huge responsibility as

62
owner, manager, and literally cook. So, then I had to change my responsibilities as well.
So, oldest sister, definitely. I like to say second mom as well because there was such an
age gap between me and my brother at 15, he was 5. So, little old me would say, okay,
we’re gonna have some Maruchan with salchichas in it. This is as much nutrients as
we’re gonna get. Tambien huevo revuelto con quesito con wini. What else? The 99-cent
store was my best friend because it was so close. We would get the frozen banquet
dinners back in the day that were a dollar. Those were, like, such a lifesaver for me
because I didn’t know how to cook, and I was trying to help my brother survive and also
student because I was in high school at the time. So, I, in order to graduate, had to really
be on my studies. And unfortunately, it did take a toll, on not only my grades but my selfconfidence, too. And it made me vulnerable to other situations that were happening in
high school. You know, it’s hard when you’re a teenager because that’s like your
developing age where you’re trying to find who you are mentally, physically, and also
emotionally. So, it definitely did take a toll. But, yeah, those would be the three. I really
identify with the elder sister, second mom, and student because it was really hard to
balance everything.
Itzel attended a CCC in Southern California mostly full-time with a few semesters of part-time
enrollment and earned an associate degree in biology. At the time of this study, she was enrolled
in a bachelor’s degree program in biological sciences at a CSU campus.
Mary
Mary’s CCC journey is a testament to resilience, determination, and balancing personal
responsibilities and academic ambitions. Born to undocumented Mexican immigrants from
Puebla and Guerrero, Mary was acutely aware of her family’s mixed status, with her older

63
brother being a Dreamer and her older sister living in Mexico. This backdrop of immigration
uncertainty and economic hardship framed much of Mary’s educational path. She earned
associate degrees in sociology, psychology, and social and behavioral sciences. She is now a
double major at a UC campus studying sociology and Chicano studies. She has been in a
relationship for 7 years. When asked which identities are important to her, Mary explained,
Yeah, I think when I was growing up, I didn’t have, like, a lot of identities that I was,
like, wearing proudly. I mean, other than the ones that you could initially see. However, I
think through, like, community college and then adding Chicano and Chicano studies as a
major, that really widened my perspective. And I opened my eyes and I’m like, now I
think of myself, like, definitely as a daughter. That’s like, my first and biggest identity is
like, okay, I’m a daughter. I think second, Mexican American slash Chicana. I feel like I
definitely identify really heavily with those just because, one, it was my major, but two,
because, you know, that’s where my parents are from. That’s what they represent. That’s
what they have taught me. Every summer growing up, like, I was sent to Mexico to spend
some time with my sister and stuff. So, really close connections there. I’m also a firstgeneration student, so I take a lot of pride in that, like, being the first in my family, you
know, I know when people say that they mean immediate family, but I mean, I would
say, like, my extended family as well. And, you know, after me, now I have, like, three or
four cousins at a university. And so, it’s, like, really cool that I was able to kind of be that
person that they could turn to and ask for help. I always say, at heart, I’m definitely, like,
a social justice warrior and kind of reclaiming that because a lot of my professional work
is in social justice. And I guess, lastly, like, maybe a student affairs practitioner would be
an important one just because when I graduated from university, I didn’t really envision

64
myself coming back to higher ed. I was, like, on the pre-law route, and that’s really what
I thought I was going to do. And so, fast forward 2 years and being so deeply embedded
in higher ed, I’m like, okay, this is a new identity, and it plays a big part of my life, not
just professionally, but taking what I learned professionally and applying it to my
personal life and being able to help others.
Natalia
Natalia’s story is one of resilience and determination. Born in Mexico, she moved to
California with her mother and two siblings after her parents divorced. This life transition
marked the beginning of a series of challenges, or arrebatos, that would shape her academic
journey. As the middle child, Natalia often found herself balancing her role between her older
brother and younger sister. Her mother’s strength and her brother’s occasional support became
anchors in her life. Despite the familial support, the shadow of her father’s absence loomed large,
creating a sense of abandonment and emotional turmoil. Financial constraints and proximity
primarily drove Natalia’s decision to attend a CCC in Northern California. She enrolled fulltime, determined to make the most of the opportunity, and earned an associate degree in biology.
Salma
Salma’s journey is a testament to the transformative power of education and self-belief.
Born in Mexico and migrating to the United States at a young age, Salma faced significant
challenges, including language barriers and discrimination. Her early school years in East Los
Angeles were marked by isolation and bullying, exacerbated by teachers who were dismissive
due to her limited English proficiency. Despite these adversities, Salma’s determination and the
strong role models in her family, particularly her mother and grandmother, instilled in her a
fierce resolve to succeed. She shared,

65
I still have my Latina roots, my traditions, my favorite dish. And, you know, I love, I
don’t know why, but I still love talking Spanish, even though I was put down as a young,
like, don’t speak Spanish. You have to speak English. I feel very proud of who I am as
Latina, and I have never been ashamed of my roots, my culture, my color or nothing like
that. I represent myself like a very strong person, and I grew up like that, seeing, like, my
mom, my grandma. Very strong characteristics, very firm. And, like, you always have to
find a way to succeed. Like, let’s say, for example, you cannot find a job. Okay. Then ask
yourself, are you good at making quesadillas? If yes, then sell those quesadillas. You
know, like, always move on. Like, move on. I still have that mentality. And I think that
has helped me to not spiral and feel sad or depressed. My grandma used to say, “If you
are presented with a challenge, either way, you have to grab the bull by the horns.” So.
Yeah, what she meant is you don’t have time for this depression thing. On the flip side, as
Latinos, we don’t even know what depression is because we never focus on ourselves.
Her academic journey truly began when she pursued higher education, driven by a desire to
make a difference for others who faced similar struggles. Salma’s motivation was deeply
personal, rooted in her experiences with domestic violence:
My motivation was, um, based on my personal life when I went through domestic
violence. And basically, I was just doing my general education certification during that
time. But when I went through domestic violence, I noticed that the system was very
poor, and a lot of women don’t fight the system, don’t get right resources sometimes, and
they go back to the aggressive person. Because a lot of people that don’t go through it,
they don’t understand, so they will tell you why you didn’t leave them. Like, that was so

66
simple. What? No, it is not simple. A lot of things come along, like harassment, stalking,
things like that.
Balancing her studies with the responsibilities of being a single mother to four boys was
challenging. Amid these struggles, Salma completed her general education certification at a CCC
in Southern California and, at the time of this study, was working toward an associate degree and
transfer requirements. She changed her major from business to social work, aiming to provide
support and resources to women in abusive relationships, something she found lacking during
her own struggles.
Selena
Selena, a 22-year-old Latina student, has navigated a complex academic journey marked
by significant personal and academic challenges. Born and raised in San Diego County, she is
the youngest of four siblings and the first in her family to attend college. Her parents, immigrants
from Toluca, Mexico, have instilled in her the value of education despite their own limited
schooling. Selena’s father, who never attended school and remains illiterate, has been a
motivation for her pursuit of higher education:
For me, what drove me to go into higher education was my parents, their upbringing, and,
more specifically, my dad, because he did not have any education at all. He didn’t even
go to elementary school at all. So, for me, every time I fill out questionnaires about what
was your parents, what was their level of highest education? The lowest one is always
like middle school or elementary school. And I always think in the back of my head, like,
there’s not a checkbox for like, my dad never went to any school. To this day, he does not
know how to read and write in any language. So, seeing him navigate the world within
that context really motivated me to go into higher education as well as, like, mainly one

67
of the main reasons he immigrated to this country was to give me the opportunity to
receive an education. Because the … United States compared to Mexico offers more K–
12 education, is free, and there are programs and scholarships to help you get that higher
education experience. So, that was my main motivating factor, my parents, like, their
upbringing and seeing them also work very labor-intensive jobs and often being
exploited. So, it kind of goes hand in hand with why I chose my major of labor studies,
which very well focuses on, like, the experience of immigrants in the workforce in the
United States.
Her initial academic experience in community college was tumultuous, exacerbated by the
COVID-19 pandemic, which forced her to adapt to online learning. The isolation and stress of
this period led to severe depression and anxiety, a struggle that was compounded by her parents
losing their jobs due to the pandemic. She attended three community colleges in San Deigo
County, mostly full-time, earning an associate degree in Chicano studies. She is currently
completing a labor studies bachelor’s degree and a minor in community engagement and social
change at a UC campus.
Results for Research Questions 1 and 2
The first question this study sought to answer concerned the arrebatos (academic and
non-academic challenges, stressors, trauma, life transitions, and loss of foundation) that the
participants experienced while enrolled in CCCs. Using Anzaldúa’s (2002, 2015) theory of
conocimiento as the theoretical lens to analyze data, the participants’ testimonios highlighted
various stages of conocimiento. Anzaldúa’s seven stages of conocimiento describe a
transformative process of gaining awareness and understanding that is non-linear, meaning one
can move through these stages in various orders and revisit them multiple times. The second

68
research question pertained to the interviewees’ well-being perceptions, experiences, and
practices to combat the arrebatos. In addition to using Anzaldúa’s (2002, 2015) theory of
conocimiento as the theoretical lens to analyze data, Prilleltensky’s (2003, 2005) psychopolitical
well-being theory, specifically its four areas of analysis (sites, signs, sources, and strategies)
were used to determine participant’s personal, relational, and collective well-being.
In what follows, I first present a summary of the two theoretical frameworks used to
answer both research questions. I will review each stage in Anzaldúa’s (2002, 2015) theory of
conocimiento and the three interconnected spheres (personal, relational, and collective) in
Prilleltensky’s (2003, 2005) psychopolitical well-being theory. Secondly, I will provide
segments of each of the participants’ testimonios to describe the stages they experienced as they
shared the arrebatos and the well-being perceptions, experiences, and practices they engaged in
to combat the arrebatos in their academic journey while enrolled in CCCs along with any
consejos (advice) they share for other Latinas or institutions to center well-being. Lastly, I will
provide a summary of compared and contrasted themes among the participant’s testimonios.
Theory of Conocimiento and Well-Being
Anzaldúa’s (2002, 2015) theory of conocimiento has seven stages. El arrebato is the stage
of disruption or upheaval. It represents a sudden break or rupture in one’s life, causing a shift in
perception or understanding. Nepantla is characterized by living in a state of in-betweenness,
ambiguity, and uncertainty. It is a transitional space where one questions and challenges existing
beliefs and identities. In the desconocimiento stage, there is a confrontation with ignorance or
denial. It is a period of unlearning and breaking down previously held assumptions and
knowledge. The call—el compromiso involves a call to action or commitment. It signifies a
moment of realization that prompts one to engage in new ways of thinking and being. In the

69
stage of new personal and collective stories, individuals start to create new narratives for
themselves and their communities. These stories reflect new understandings and connections.
The blow-up - a clash of realities stage involves conflicts and clashes between old and new
realities. It is a period of tension and struggle as different perspectives and truths come into
contact. The stage of shifting realities—acting out the vision—transformation is about
integrating new knowledge and acting upon it. It represents a transformation where one applies
the insights gained to effect change in oneself and the world.
Furthermore, Prilleltensky’s (2003, 2005) well-being model provides a comprehensive
framework for assessing well-being by examining it through three interconnected spheres:
personal, relational, and collective. It includes four analytical components: sites, signs, sources,
and strategies. The sites of well-being refer to the locations where well-being manifests, which
can be within an individual (personal), relationships (relational), or communities (collective).
These sites are distinct yet interdependent. These sites’ uniqueness and interdependence must be
recognized, as neglecting one can hinder the healing of personal, relational, or community
conditions that affect well-being. Signs of well-being are the manifestations or indicators of wellbeing at different sites, answering how one can identify well-being in these areas (Prilleltensky,
2005). Specific sources support each site and its signs. Strategies are interventions aimed at
enhancing well-being and must address the sites, signs, and sources simultaneously.
Antonia
Antonia’s testimonio captures the complexities of navigating academic life as a Latina
student, illustrating both the challenges she faces and the resilience she draws from her cultural
identity and personal experiences. The following section describes the stages of conocimiento

70
she experienced while sharing her arrebatos, well-being perceptions, experiences, and the
practices she engaged in.
El Arrebato
Antonia’s experience of her family home being sold represents a significant personal
arrebato, causing mental health distress. This disruption caused a major shift in her life,
introducing instability and anxiety as she considered dropping out of college to help her family
financially. She shared,
I had lived in that same house, like, my whole life, essentially. And once the pandemic
hit, we were renting, so the owners of the house decided to sell. So, that kind of put a big
stress on me because, in that process, we were trying to figure out whether we wanted to
try to buy the house, but the seller wasn’t really looking to sell it to us. So, then I really
started getting stressed out and really started considering dropping out to work a little bit
more because, at the time, I had started working at a mall. So, then I had thought, like,
okay, if we’re gonna have, like, the biggest shift that we’ve had in terms of, like, housing,
if we’re gonna buy a new house, I want to support my parents in that purchase. So, I
think, like, that was just, like, a super big emotional and also just, like, anxiety-inducing
move.
Additionally, Antonia described an arrebato that highlighted academic trauma and the nature of
being tracked. She alluded to understanding that her community college experience was during
peak COVID, so the educational learning experience was new, and changes were made to ensure
academic honesty. However, her experience left lasting effects of anxiety:
Yeah. So, I think the, like, the first thing I kind of, like, really the only thing that comes
to mind is I took, like, this film class, which is so crazy because I’m just like, film. Like,

71
it should have not been, like, crazy, but the film class, like, the professor was really, like,
very, like, strict about, like, notes. Like, if you took notes, you had to, like, timestamp,
where exactly that is said in, like, essays. That was your in-text citation. And I think that
was very stressful. But I think, moreover, like, it was really stressful, the exams, because
they were proctored exams. And so, in my house, like, for example, like, we only had,
like, technically one bedroom because the house was two bedrooms, but my uncle lived
in the other one, so we only had one bedroom, which was like, that’s, like, other than the
bathroom, that’s the only place you could really, like, close and isolate yourself. And so,
like, I know what the proctored exams, like, any little thing, it could, like, take you out of
the exam, and you’re done. Um, so I remember I was really, really stressed and, like, I
ended up having to, like, find a whole new place to go to, which was my sister’s, like,
garage, just because, like, that was, like, the only place I knew that, like, it could be more
quiet. So, I just, like, remember feeling, like, during the exams, even, like, leading up to
it, I just felt, like, really, really anxious just because of the course material. It was very
particular, but also just because I was like, okay, now I’ve utilized my environment, it’s
also, like, if I’m, like, nervous and I look away and, like, my eyes, like, look out the
screen and, like, what if I get taken out of the exam. So, I think everything about, like,
that heavy surveillance, aside from, like, the heaviness of the content was just really,
really, like, stressful. And so, I think, like, now, like, thankfully, like, I don’t have to take
very, like, I don’t take many proctors proctored exams, but do feel like every time I think
about them, I still feel really anxious and very, like, uneasy about it.
Antonia’s experience highlights how academic expectations and environmental
constraints intersected to create a deeply stressful experience. The professor’s demand for

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precise timestamped notes for in-text citations created a high-pressure environment. This
requirement was unusual and added to the stress. The proctored exams compounded her anxiety.
Proctoring meant a minor distraction could invalidate her exam, which was particularly
challenging given her living situation. Antonia’s home lacked the space for a quiet and
uninterrupted study area. The only private space was the bedroom, which she shared. To mitigate
distractions during exams, she resorted to using her sister’s garage as a study space. The
experience left a lasting impact. Despite no longer having to take proctored exams, the memory
of them still triggers anxiety, illustrating the enduring effect of this academic trauma. The shift to
remote learning during the peak of COVID-19 exacerbated the challenges. The new, unfamiliar
format and the heightened need for academic honesty through strict surveillance were significant
stressors. Her arrebato illustrates the broader theme of how systemic academic practices can
inadvertently exacerbate students’ stress, particularly in the context of remote learning and
inadequate living conditions.
Nepantla
During this transitional phase, Antonia found herself in a state of in-betweenness, dealing
with the ambiguity of her living situation and the uncertainty of her academic future. This period
was marked by a struggle to maintain her focus and stability. She shared,
My 1st year, I remember, it was COVID, and I was really going through it because I had
stopped talking to my sister for some time. I was living at home. I knew my parents
didn’t understand. So, I just felt really isolated. It was so weird. I was supposed to give a
presentation about CalFresh to the student government. So, I got on the conversation, and
I then just broke down because I was so overwhelmed with everything I had going on.
The student government advisor was very kind and kind of, like, helped me cool down

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and shared resources on campus. So, I think she was kind of, like, the one who got me
feeling, like, okay, like, this community actually cares for me and is willing to connect
me to the resources that they have. So, that kind of just, like, made me, like, a lot more
hopeful and a lot more confident in connecting with more people at the community
college level.
The student government advisor’s kindness and practical assistance helped Antonia regain her
composure. This interaction was a turning point for her, fostering a sense of hope and confidence
that encouraged her to engage more deeply with her community college. Despite this newfound
support, she continued to face significant challenges. Initially, she enjoyed completing her work
ahead of time and managing her schedule effectively. However, as the arrebatos in her life
intensified, her ability to maintain this momentum faltered. She lost momentum on time
management, pulling all-nighters, but “found it super, super hard to focus. It was like instead of
me being able to tackle them all at once, it was very much like, scattered, fragmented thinking,
making me stress out even more.” Antonia’s journey underscores the importance of supportive
community connections and accessible resources in navigating the complexities of academic and
personal life during times of transition and stress.
Desconocimiento
Antonia had to confront her own doubts and assumptions about her capabilities and the
stigma associated with community college. This stage involved unlearning the negative
perceptions she had internalized and recognizing the value of her community college education.
She shared,
Yeah, I feel like that was kind of tough just because it’s like, I think I just kept on
reminding myself that, like, okay, like, it’s almost done. I also just spent a lot of time

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with, like, my sister. Once I started talking to her, I just started spending more time with
her. She had already graduated. I felt like she kind of understood some of the academic
stress and how to mitigate it. I don’t think I took care of myself as much as I would have
wanted to. I think it was just because I was really pressured to, I just pressured myself a
lot to feel like I need to get into my top transfer university. So, I think now looking at it, I
don’t think it was worth it.
Antonia’s journey exemplifies the resilience and determination first-generation college students
often exhibit. Being a first-generation college student, Antonia heavily relied on her older sister
for support. This connection provided her with the sense of comfort and understanding that she
needed during her journey. Her sister, having already graduated, related to the academic stress
Antonia faced and offered guidance on how to navigate it. This familial support was instrumental
in helping Antonia manage the pressures she felt, particularly the drive to transfer to a top
university. However, Antonia’s reflection also reveals a critical insight: the pressure she placed
on herself led to neglecting her well-being. She realized that the pursuit of academic excellence,
driven by the desire to meet high expectations, came at a significant personal cost. This
realization underscores the need to balance academic aspirations and self-care.
The Call—El Compromiso
Antonia experienced a call to action, driven by a desire to prove the value of community
college and to achieve her goal of transferring to her top transfer university. This commitment
kept her motivated despite the challenges:
After coming out of quarantine, I was more ignited to get involved. So, I feel like my
qualities as a community college student was really someone who was very involved,
very willing to engage in organizations and engage with faculty and staff members to

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really bring the sense of community back to community college because I know a lot of
people commute. I was very much a person that was into networking and finding ways to
make the most out of my time.
Antonia’s passion for involvement and community building can be seen as a response to the
isolation and disconnection she felt during her early days at community college. Her experience
of not having a conducive learning environment at home made her aware of the struggles other
students might face. This awareness translated into a drive to create a supportive and engaging
community at her college. Her commitment to networking and involvement was both about
personal gain and fostering a sense of belonging and support for her peers. By engaging with
organizations and faculty, she sought to bridge the gap between students and the resources
available to them, ensuring that others could benefit from the same support that had helped her.
Well-Being and Conocimiento
Antonia defined her perception of well-being as things she does for herself that are not
necessarily apparent to other people: “doing things that feed my soul.” She described wellness as
“doing something without expecting to get anything physical in return” and “the little things that
you do to make you feel better.” She shared that it was as simple as “having a slow morning and
waking up earlier and just taking some time to do my skincare, for me.” She also alluded to how
she recognizes when she is well and when she is not (signs of well-being):
I think the main thing I do is when I’m doing well, I realize I’m a very optimistic person.
So, even amidst negative things here and there, if a problem comes up, if I’m feeling over
finding a solution to it and just feeling very positive about it, but I think when I’m not
feeling well, I just, instead of being able to find solutions that would help me target that
problem, I think I just feel super overwhelmed, and I can’t think of a solution. And I just

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think it that, like, I just feel like it’s the opposite of optimistic. Like, I just feel very
pessimistic about everything and, well, like, there’s nothing I can do to control it. So, I
think that’s just kind of, like, when I know I’m not doing well, where it’s, like, when I’m
not able to, like, manage my emotions and, like, the logistical aspect and kind of come up
with solutions and that, I just feel like. I, like, I like feeling like I’m in control of my life
and, like, my decisions and all of that, but when I feel like I’m not well, I don’t feel in
control of anything, which kind of just makes me very anxious and just makes me feel
like my heart races super fast.
Antonia has learned this about herself through her personal therapeutic journey. Her relational
and collective sources of well-being to combat arrebatos were familial support, community
college resources, and her cultura. When describing her family, Antonia shared, “They always
instilled in me the idea … the value of hard work, trabajo honesto. Like as long as you’re trying
your best and your hardest and you’re doing it honestly, then that’s, like, kind of all you can do.”
This familial influence comes with both positive and not-so-positive nuances:
I think in a positive light. Like, that always kind of made me feel very excited to transfer
because I know I’m doing everything that I need to secure my transfer success, but I
think on the negative side, I do feel like it kind of made me feel even more stressed out
because I was literally pushing myself to get, straight A’s when in reality, I feel like I still
could have probably gotten in without straight A’s, but I think that just put way too much
stress on me. I never really got any information to help me in my studies from my family.
They encouraged school and hard work, but that was it. Just because our family, in
general, is not very loving. Like, we hug once a year, maybe, and that’s for New Year’s,
and it’s still kind of awkward. So, I feel like we’re not very comfortable in showing love

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and affection and supporting one another in that way. So, I didn’t really receive that at
home. My sister would sometimes give it, but not as much.
Antonia’s reflections on her family dynamics illustrate the support she received and the
challenges she faced. On the positive side, Antonia felt a sense of pride and motivation to excel
academically, knowing that her hard work aligned with her family’s values. This drive made her
excited about transferring because she was confident in her efforts to secure her success.
However, the pressure to uphold these values also brought significant stress. Antonia pushed
herself to achieve straight As, feeling pressure to meet these high standards even though she
recognized that her success did not hinge on perfect grades. Emotional support from her family
was limited.
While Antonia’s family encouraged hard work and education, they did not provide the
emotional and practical support needed to navigate her studies. Her family was not particularly
affectionate or expressive, which contributed to a sense of isolation and lack of emotional
support at home. Antonia’s experience underscores the importance of both emotional and
practical support in navigating academic challenges. While her family’s emphasis on hard work
instilled a strong work ethic, the lack of emotional support added to her stress. This duality
reflects the interplay between cultural values and personal well-being, highlighting the need for a
balanced support system that includes both encouragement and affection. Collective sources of
well-being for Antonia were resources at her community college, such as the food pantry,
personal counseling, and her sociology professor in community college, whom she frequented
during office hours, became a mentor and a well-being advocate for her. She shared,
He was very much, like my mentor and my main cheerleader, where he would just kind
of just remind me that there’s so much more that I can do. So, he would encourage me to

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look into schools even further than my top transfer university. So, I feel like my parents,
they know that my top transfer university is a big deal, but not really. They kind of view
them all as the same thing. He just always reminded me of the capacity and the potential
that I had, and kind of just like would like pinpoint exactly why. He helped me self
reflect on what were my doubts about myself and why they are untrue.
This personalized support helped Antonia to see beyond her immediate goals and consider
broader possibilities for her future. Her professor’s belief in her abilities served as a powerful
motivator, encouraging her to push past her self-doubts and strive for greater achievements. The
impact of these relationships and resources on Antonia cannot be overstated. They provided her
with the immediate support she needed and helped her to develop a stronger sense of self-worth
and an expanded vision of what she could achieve. This holistic support system aided in her
ability to combat the challenges she faced and pursue her goals with renewed determination and
hope.
Cultura also shaped Antonia’s well-being, especially seeing her culture through social
media. For example, she shared her use of social media in reference to other Mexicans or Latinas
and the emphasis on what it means to be a chingona. She shared, “Strong women that go through
a lot of struggles and a lot of challenges, and, like, yes, they may cry, but they are chillonas y
chingonas.” In a way, this gave her permission and normalized these feelings for her. For
Antonia, the concept of being a chingona provided a powerful framework for understanding and
validating her experiences, “I know I can cry for a little bit, but in the end, I know I’ll get myself
back together and remind myself that I’m a chingona, and I can do it and then it just gives me
that power.” The term “chingona,” often used to describe strong, resilient women who overcome
significant challenges, resonated deeply with her. It offered a cultural narrative that normalized

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her struggles and emphasized the strength and resilience inherent in her identity. Furthermore,
strategies and practices to maintain Antonia’s well-being included structured routines and
engaging in hobbies:
I think ever since I learned more about the different kind of levels of well-being because I
always felt like well-being had to be a spa day, like a super well-thought-out big thing,
and I was like, okay, that’s super hard to fit in my schedule, I am detailed in my Google
calendar. But since learning how there are the different stages and different kind of like,
levels, I think I practice well-being in different ways. The first one being just like making
sure that I, like, allot time for my slow mornings, take 30 minutes to do my self-care, and
then focus on having a good breakfast. Including movement is important to me, I walk all
the time to campus. I used to just listen to music, and some days I like music, but I’ve
also just been listening to podcasts that talk more about mental well-being, anxiety,
different attachment styles, or just different things about myself and how you can be
more, like, emotionally intelligent. I’ve also just been, like, really like, diving into
hobbies. So, my sister loves hiking, and we started hiking together. I really love doing
that in the weekends. I like having, like, hobbies with my sister, but I’ve also been
finding hobbies on my own. So, I roller skate now, I’ll sometimes go to the park, just do
that by myself. But I think the main thing is just feeling comfortable with being alone
because I think a lot of times, I was held back from doing a lot of things because I didn’t
want to do them alone. But now, embracing that has been really helpful. I think that’s like
my main self-care thing. I feel confident in myself, and I feel good that I at least tried it.
Antonia’s approach to well-being demonstrates a comprehensive understanding of self-care that
balances structured routines, physical activities, and personal interests. By integrating these

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practices into her life, she has cultivated a sense of confidence and contentment, reinforcing her
resilience and ability to navigate the challenges of her community college experience. These
practices made her feel lighter, free, and more detached from the challenges she was
experiencing so that she could face them.
In summary, Antonia’s journey through the stages of conocimiento highlights her
resilience and growth in the face of personal and academic challenges. Her proactive engagement
in well-being practices and the supportive community at her college enhanced her academic
success and personal development.
Consejos
Antonia provided thoughtful advice (consejos) for other Latinas dealing with arrebatos
and well-being, emphasizing confidence in one’s identity, the power of community, and the
necessity of accessible support systems. Antonia urged embracing and being confident in one’s
cultural identity:
I would just say to other Latinas to be confident in your identities. I think what I realized
is that a lot of the times, we’re taught to or not even taught. I just think it just is implied
that our identities, like racial minorities and being women, could be a debilitating factor.
But I think to me, I have found that I’ve been successful in very much being
unapologetically myself.”
Antonia’s personal journey of using Spanglish exemplifies this confidence:
When I talk to my friends, I’m very much a Spanglish talker because I’ll speak Spanish
here and there. And, like, before, I would feel a little bit embarrassed to do that. But now
I just realized that that’s just a really unique thing to myself, and it’s not something that I
am ashamed of in any way.

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In addition to being confident in one’s cultural identities, Antonia stressed being proud of one’s
community college background:
And when you’re transitioning outside of community college, I think it’s also very
important that you go into the institution that you transfer into being proud that you’re a
transfer student because I think the first step in destigmatizing community colleges is to
increase the way we talk about it.
She advocated for sharing resources, providing mentorship to others from the community, and
creating a supportive network:
So, just being very proud of that identity and bringing your community in and sharing
resources, like providing mentorship to someone from your community that might need it
and just being of the mindset of helping one another if we don’t gatekeep resources.
Antonia highlighted the strength found in community and a supportive, interconnected
network: “I realized that the strength in the community lies in the connectedness of the members,
and not just in terms of students, but also faculty, staff, and students.” She underscored the need
for a unified effort in promoting and advertising resources to ensure students feel supported,
Making sure that all student affairs professionals or anyone who works directly with
students is committed to that unified connectedness. If you’re working with students, you
should support and advertise different resources so that students feel like their community
is working together to support them.
Antonia believes in the power of representation and the impact of seeing successful
individuals who share similar backgrounds: “There is strength in representation, not just in
seeing other strong Latinas, but also seeing strong women in general. For example, when I see a
successful Black woman, I still feel empowered myself.” She emphasized open communication

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and support for students who may not receive as much familial encouragement: “Open
communication and letting them know that they’re supported is crucial. Especially in Hispanic
households, boys often receive more praise and support, so it’s important to ask Latina students,
‘How can I support you?’” Antonia also suggested hosting workshops featuring successful
Latinas, especially those who have transitioned from community college: “Workshops are really
cool. If you find professionals who are Latinas and came from community college, having them
present their success stories can be very inspiring for the students.”
Antonia’s advice underscores the importance of confidence, community, and accessible
support. She encouraged embracing cultural identity and being proud of community college
achievements while stressing the need for a supportive network that actively shares resources
and provides mentorship. Representation and open communication are key elements in fostering
a positive environment where Latina students can thrive and feel empowered to pursue their
goals.
Gaby
Gaby’s experience sheds light on the unique struggles and resilience of Latina students
during the pandemic. Her testimonio highlights the compounded stressors of balancing academic
expectations with family responsibilities, and how these pressures contribute to the broader
phenomenon of academic trauma. In what follows, the conocimiento stages she experienced as
she shared her arrebatos and well-being perceptions, experiences, and practices she engaged in
are described.
El Arrebato
Gaby faced significant stress and pressure from her family to succeed academically,
given her privileged status of being born in the United States, unlike some of her friends who did

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not have papers. This pressure created an internal conflict. Academically, the COVID-19
pandemic was a significant disruption in Gaby’s life, causing upheaval in her academic routine
and leading to much stress and academic trauma:
It was extremely difficult to try to concentrate, get my work done on time. I did have a
professor that I had for three three consecutive semesters. And at one point, I just had to
ask for so many extensions on essays because I just … couldn’t do it. It was too much.
Some instructors were flexible, but people brushed it off like, Oh, no, it’s fine. I know
you could do it. I don’t think people really realize the turmoil of the pandemic.
Gaby’s arrebato underscores the compounded stress of meeting high familial expectations while
navigating the significant disruptions caused by the COVID-19 pandemic. The pressure to
succeed academically, amplified by her privileged status, led to intense internal conflict.
Concurrently, the pandemic introduced a level of turmoil that disrupted her academic routine and
exacerbated her stress. While she found some support from flexible instructors, the broader lack
of understanding of the pandemic’s impact added to her challenges. Gaby’s experience illustrates
the interplay of personal and external pressures students faced during that unprecedented time,
highlighting the need for empathy and flexibility in academic settings.
Nepantla
Gaby lived in a state of in-betweenness, feeling torn between her family’s traditional
expectations and her personal aspirations. She described taking five to four courses at a time,
“doing homework, coming home, cleaning, cooking. Thankfully, I didn’t have to work because
financial aid pretty much covered it, but I was still pretty busy.” Gaby navigated between her
cultural identity and the academic expectations in the United States:

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There is a lot of pressure to do things that maybe my parents didn’t get to do. So, it’s like,
okay, you were born here. You have opportunities, and you’re going to be a spoiled little
brat and not do anything? I don’t think that’s not going to happen here. So, I guess the
pressure of being able to go to or at least make something of myself that has both a
negative and a positive aspect to it because, I mean, yes, thank you for pushing me, but
also, okay, it’s a little bit too much pressure. I think my cultural and familial identity has
it’s both positive and negative influences.
Gaby’s experience as a Guatemalan American student highlights the intricacies of
balancing her cultural heritage and the demands of academic life in the United States. Living in a
state of in-betweenness, she constantly navigated between her family’s traditional expectations
and her personal aspirations. The pressure to capitalize on opportunities her parents did not have
was a double-edged sword. On one hand, it motivated her to strive for success and make
something of herself. On the other hand, it imposed a significant burden, leading to stress and
feelings of being overwhelmed. Her story highlights the dual nature of cultural influences,
providing both support and pressure and underscores the complexity of navigating multiple
identities and expectations.
Desconocimiento
Gaby confronted her own self-doubt and academic pressure, recognizing that her high
standards were causing her significant stress, “I think after I got the C in that one class, the
statistics one, I was like, Okay, maybe I am taking it a little too far. I was taking 16 units that
semester.” This period involved unlearning the assumption that she needed to be perfect in all
her academic endeavors. Gaby shared that the first time she received a C grade in statistics was

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also challenging. This stage was marked by her struggle with self-doubt and the pressure to excel
academically:
I took that so hard. It felt like I was a failure. I couldn’t believe that I had gotten one bad
grade after having a couple of semesters of just A’s. It was hard, honestly, but I really
tried to calm myself down. And I think at one point, I really tried to tell myself, Okay, it’s
just a grade. I can still do this, even if it’s not all straight As. But I did realize that I was
putting a lot of pressure on myself to get the best of the best. But definitely, over a certain
time, I was like, okay, I need to calm down so I don’t get sick.
Gaby’s experience with academic trauma illustrates the impact of self-imposed high standards
and the pressure to maintain academic excellence. Her journey of confronting a less-than-perfect
grade and the resulting self-doubt forced her to unlearn the notion of needing to be perfect. This
self-reflection and adjustment improved her mental health, leading to a healthier balance
between striving for success and maintaining well-being.
Well-Being and Conocimiento
Gaby integrated her new understandings and focused on managing her stress and
prioritizing her personal well-being. She realized the importance of balancing her academic
pursuits with self-care. Gaby defined well-being as
Being able to take care of yourself without having to think about the negativity of
whatever it is that you’re doing that might come with it. Just being able to accept that
there are things that I have control over, and then there are things that I don’t have control
over, but the things that I do have control over, I can manage how I feel.
Gaby’s emotional state fluctuated with her academic performance and the pressure she placed on
herself (signs of well-being):

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When I was doing well, I felt happy and content. Nothing could really bring me down
that day or maybe even that week. Then when things weren’t as great, I felt really low
and just like, Can I get this over with? When will I feel better? I think just keeping in
mind that I am trying my best and just knowing that, okay, I can … always try again if I
fail.
Her sources of well-being included the relational support from friends and family that helped her
manage stress and continue her education and the collective sense of belonging she felt at her
community college despite the challenges: “The sense of community. … Seeing a bunch of
students that probably do or probably don’t look like you, but the goal is the same.”
Gaby employed various personal, relational, and collective strategies to maintain her
well-being, such as engaging in activities that brought her joy and reduced stress, such as
cooking and listening to music. Relationally, she also sought out support from friends and family
and participated in therapy sessions, “I was doing therapy for a couple of semesters through the
college.” Collectively, she participated in supportive programs like Extended Opportunity
Programs and Services (EOPS) that helped her financially and academically: “EOPS … helps me
pay for your books and stuff.”
Consejos
When asked for advice (consejos) for other Latina students about navigating arrebatos
and maintaining well-being (bienestar), Gaby shared several thoughtful insights and practical
suggestions. Her approach emphasizes taking things one step at a time, finding balance, and
incorporating supportive activities within the college experience. Gaby acknowledged the
difficulty of feeling overwhelmed and advises students to take it easy and do what they can:

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Yeah, I think to just take it easy and do what you can. I know it might feel like a lot that
sometimes you try and try so hard and it’s just not working out. But I mean, things take
time. I know it sucks sometimes that we fall back, but if it’s something that you truly,
truly want, anything is possible. I know a lot of people say that, but it does take work. If
you’re determined to finish community college or get a trade, it’s definitely possible.
Her message is one of persistence and patience, reinforcing the idea that setbacks are part of the
journey, but determination can lead to success. Understanding that many students are busy, Gaby
recommends short activities that can be easily integrated into their schedules:
I think I would say maybe posting flyers that have QR codes, and they could just take a
little meditation or a little activity, just something to distract them from feeling like the
workload of college is too much to handle. So, short activities that can be embedded in
the college experience but don’t take up a lot of time. Maybe something that you could
do if you’re waiting on a class or walking to class.
These suggestions aim to provide students with quick and accessible ways to manage
stress and improve their well-being without requiring significant time commitments. Gaby’s
advice encapsulates a balanced approach to well-being, recognizing the importance of
persistence, creating supportive environments, and integrating manageable self-care practices
into daily life. Her insights reflect a deep understanding of the challenges Latina students face
and offer practical, compassionate strategies to help them navigate their academic and personal
journeys. By promoting perseverance, creating safe spaces, and offering accessible well-being
activities, Gaby’s advice empowers students to find balance and resilience in their pursuit of
education and personal growth.

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Glenn
Glenn’s story illustrates the unique challenges faced by Latina students, particularly in
navigating the complexities of academic and personal life. Through her experiences, we gain
insight into the impact of cultural expectations, institutional barriers, and personal resilience on
student well-being. The following section describes the stages of conocimiento she went through
as she shared her arrebatos, along with her well-being perceptions, experiences, and the practices
she adopted.
El Arrebato
Glenn’s arrebato began in high school with the traumatic loss of her family home during
the financial crisis of 2008. This event destabilized her family life and academic performance,
marking the beginning of her struggles:
Yeah. Then spring, I think I just kind of lost a lot of motivation because I was in really
shaky place still with my family, just because my mom would blame us for losing the
house, even though she had forged my dad’s signature. And we originally lost it after
financial crisis happened. So, that’s why a lot of my grades slipped in high school. I
started off as a straight-A student, but since I was focused on surviving and doing a lot of
stuff. My grades slipped really hard. Yeah, I think I was just very unmotivated, especially
with my mom blaming us.
After high school, Glenn faced another arrebato when her admission to the CSU was
unexpectedly rescinded. This significant disruption forced her to alter her 12-year academic
trajectory and led to feelings of imposter syndrome and uncertainty about her educational path
that exists to this day. She shared,

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I got two degrees, one from each, and then also being able to meet my transfer
requirements. At many points, I didn’t think I’d be able to reach this goal. From where I
started, it just kind of feels, like, surreal. So, sometimes, I think I definitely have a lot of
imposter symptoms. I just received acceptance to the [UC] but cannot fully accept it
because I still feel like they might resend.
Glenn’s sense of safety was further shattered by her proximity to multiple shootings, first at a
community college and later in a neighborhood she was in. These events brought back traumatic
memories and affected her ability to focus:
The CCC shooting and the Monterey Park shooting. Those definitely took me out for a
bit. I was at the Monterey Park festival when the shooting occurred, and that brought up a
lot of it brought up stuff from the community college because I was also there for the
CCC 2013 shooting. So, yeah, that definitely affected me. Like, not being able to leave
the apartment for, I think, it was, like, a week and a half where I’m just, like, I couldn’t
step out of … my place. So, I dropped all of my courses.
The COVID-19 pandemic added another layer of arrebato to Glenn’s life, causing her to
confront her own mortality and disrupting her educational progress. Despite these challenges, she
exhibited leadership by creating study groups and supporting her peers:
COVID. That one was definitely bigger. Even though I was on Zoom. I definitely feel
like that also kind of set me back because then I didn’t want to be paying just to be taking
classes on Zoom, even though I know a lot of academic institutions were doing that.
During COVID, I also felt like I was definitely facing my own mortality. I realized that
this is a very real thing. That definitely put me on edge. I felt like I was struggling outside
of the classroom. Like, on Zoom, I’d be fine. I’d be very active. I definitely led a lot of. I

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had invested, and I paid for the zoom unlimited. So, I started hosting study groups, and I
felt like, for a lot of my classmates, that’s what we needed. And sometimes I just have
people show up, like, just to talk. It gave us something to do. That’s kind of where I feel
like a lot of the leadership orientation comes from. We had to have some kind of
schedule, but I feel like I was having to come to terms with, am I gonna catch COVID?
Am I gonna accidentally pass away just because somebody sneezed on me?
A significant medical scare exacerbated Glenn’s anxiety, further compounding her stress and
uncertainty about her academic future:
There was one time I couldn’t move my right side, and under my right breast, there was a
really hard lump, and it was just really painful. I couldn’t move my right side from the
waist up. And so, you know, the doctor’s office were still kind of closed. I had to pay out
of pocket to meet with one of these doctors to find out what it was. They’re like, you
have to go to a specialist to get an ultrasound. And so, that was another thing. I was like,
okay, if it’s not gonna be COVID that takes me out of this existence, it’s gonna be cancer
or something. My professors were really great. I had two at the time. They checked in on
me and asked, “Are you fine?” They’re like, “We haven’t seen any update from you.”
I’m like, “Hey, I’m sorry. I’m at the doctor’s now.” I was updating my will and stuff. I
was really scared because nobody knew. I still couldn’t move. It was really inflamed. I
found out, thankfully, it wasn’t cancer. It was just, like, a really angry inflamed cyst, I
think, due to medication I was taking.
This medical scare added significant stress and uncertainty to her academic journey, affecting her
mental health and academic performance.

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Continuous battles with the financial aid office and navigating academic policies at the
community college also added to Glenn’s arrebato, causing significant academic trauma, stress,
and uncertainty about her ability to complete her degree and transfer. Glenn felt targeted by a
financial aid officer, describing an incident where her academic counselor had to intervene due
to unhelpful and demanding communication from the financial aid office. She expressed
frustration over being unable to meet bureaucratic requirements due to a lack of access to
necessary technology. Additionally, Glenn faced significant setbacks in her academic journey,
such as being initially assured of her graduation status only to be informed that she would not
graduate. This experience, after 12 years of effort, led her to question the value of continuing her
education. Glenn’s decision not to participate in the Latino graduation ceremony was influenced
by her doubts about obtaining an associate degree. She was further disheartened by statistics
showing low graduation rates among Latino students, which made her feel hopeless about her
academic future. Despite encouragement from friends, these experiences left Glenn feeling
broken and uncertain about her academic trajectory.
Nepantla
Throughout her academic journey, Glenn navigated a state of nepantla, characterized by
continuous transitions between different educational institutions and living environments. She
felt caught between her academic aspirations and the pressing demands of her personal life,
including financial struggles and family conflicts. Glenn struggled with the duality of pursuing
her education while feeling obligated to support her family. The tension between her desire for
independence and her family’s expectations created a sense of being trapped between two
worlds. Glenn expresses the difficulty of balancing her obligations to her family with her need
for personal autonomy. As a legal adult, she feels a strong sense of duty toward her family,

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similar to her sisters, and recognizes the need to live for herself. This internal conflict is
compounded by a language barrier between her and her parents. She noted that communication
in English among her peers often conveys more independence, whereas speaking in Spanish with
her family carries different connotations, potentially leading to misunderstandings and added
tension.
Glenn’s family did not always understand or support her educational aspirations,
particularly her desire to attend a university far from home. This lack of support compounded her
struggles, forcing her to balance familial expectations with her own goals:
So, that’s why I try not to cut them off completely, but I’m like, especially with
applications this past year, my family has been like, oh, like, why don’t you apply closer
to home? I’m like, no, that’s not what I want to. I told my sisters, you guys can’t expect
me to be as financially responsible for my parents if you guys don’t let me at least do my
bachelor’s Because I’m like, I also wanted to see, like, where the most financial aid was
available because I didn’t think this. Like I said, I didn’t think this would, at all, ever be
possible, me transferring. I have to go get the money if you guys are going to being so
dependent on me and my sisters. So, yes, I feel like one of the big things, I just telling
myself it’s okay for me to not leave them, but leave my family for a few years.
Glenn’s academic journey was marked by significant challenges at home, including financial
instability and familial conflicts. These issues often interfered with her studies and created a
sense of living dual lives—one as a student and the other as a family caretaker:
I think if I could divide that into two different parts, I would say in college, I was
focusing on survival. Like, my grades were pretty strong when I started there. I was, like,
an A–B student. There were a couple grades that I did get academically renewed, so I was

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able to, like, take care of that. But at home, it was definitely a lot more, fighting with my
family about finances. Also, feeling like I was fighting for my own survival. With my
family knowing, because I obviously got the mail a lot. When I get my Pell Grants and
stuff like that, there were a couple times I was able to cash it early before they got it, and
my family would get upset because I made big purchases. I bought a laptop, and they
were very upset with me because they’re like, “How could you do that? Like, you could
abuse that.” I’m like, “I have to put my academics first.” It just felt like a horrible Catch22. Like, guys want me to keep the grades, but I’m like, I can’t keep the grades. I can’t
work on my assignments, and, yeah, it was like. It definitely felt like I was living two
lives. There was conflict everywhere, including with myself, because I’m like, maybe I
should just quit school and just work for a day to help figure out the home situation. But
then once we lost it, I don’t want to say I was happy, but I was very relieved to be rid of
that weight, like, as much as my mother still blamed us, I was free. I could cartwheel at
the time. That’s what it felt like when I found out it was gone.
Despite the challenges, Glenn found some relief and support through programs at her
community colleges that helped her cope with food and resource insecurities. These programs
enabled her to continue her academic pursuits. Glenn noted that at one of her colleges, she
experienced more support than at other institutions. This institution’s designation as an HSI
made a significant difference, and Glenn became actively involved in various programs. She
explained that during COVID-19, the community college provided essential support through
initiatives like food pantries:
I felt like I had two identities. Like, one was just like, hey, let’s join honors. Like, let’s try
to get this done. Like, let’s try to do tag. But at the same time, I’m running all these big

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Excel sheets, trying to figure out how to help my family budget when it’s my sister
paying most of the bills. And I’m trying to figure out, like, how I can use [the] food
pantry.
These initiatives offered vouchers and drive-through events that alleviated some of her stress,
especially as she had to help her family with groceries while balancing living between her family
home and her partner’s place in a nearby city. Glenn highlighted her ongoing responsibility
toward her family, mentioning her resourcefulness in saving money and finding deals, which
helped manage food and resource insecurity.
The Call—El Compromiso
Despite the numerous challenges, Glenn experienced a call to action, a commitment to
persevere and achieve her academic goals. Her determination to prove doubters wrong, her
engagement with supportive programs like EOPS, and her aspirations to create a non-profit for
low-income, inner-city kids reflected her commitment to making a difference:
I think it was proving a lot of people wrong. I feel like that’s been a big one. I had people
in the past tell me, “Give up now.” I was wanting to prove people wrong. I had jokes, too.
I’m, like, wanting to do aerospace and getting away from my family as far as earthly
possible. I think also that just having the opportunity to explore travel, wanting to break
some boundaries, especially after dealing with 45. Seeing that the stats for the Latino
population are so low to continue education after high school, let alone graduate school,
it’s just like, we got to change that. One of my future personal goals would be to start a
non-profit that brings STEAM to, like, kids of, like, my background. So, like, inner-city,
low-income. Like, I didn’t have that. I didn’t have the chance for, like, art or science or,

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like, you know, being able to explore that [until] I was older. And even then, that was
only because I had, like, this one really great professor at my community college.
Her engagement with the HACU and the UC CCC partnership program further fueled her
commitment. HACU was a significant eye-opener for her. It provided a sense of permission to
network and pursue opportunities, even though she knew she did not necessarily need it. After
attending the HACU conference, she sought additional ways to get involved and joined the UC
CCC program, which also has a strong focus on Latino students.
Glenn’s commitment is evident in her desire to break boundaries and address the low
representation of Latinas in higher education. She acknowledged the impact of supportive
programs and mentors who encouraged her to pursue her goals despite obstacles. She expressed
her admiration for role models like Ellen Ochoa, stating, “If you were to ask me for any STEM
women I look up to, I’m like, obviously, Ellen Ochoa. She was an astronaut.” She also discussed
her determination to see more women in STEM: “I want to see that change in my lifetime. I’m
like, I at least want to see more women being able to do this.”
Glenn also highlighted the challenges of being a Latina in a male-dominated field. She
recounted experiences of being undermined in the classroom, such as when a fellow Latino
classmate incorrectly corrected her in physics, and the professor had to confirm she was right.
She noted the frequent occurrence of men talking over her in class and her growing confidence to
assert herself: “If I just keep talking, or if I’m like, excuse you. I was still talking. A lot of them
were like, what? Like, they don’t expect me to speak up for myself.” This assertiveness is a
relatively recent development for Glenn, who now refuses to be steamrolled by others in
academic settings.

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Glenn’s journey from upheaval through in-betweenness and confrontation with self-doubt
to a renewed commitment to her goals embodies the transformative process Anzaldúa (2002,
2015) described. Through resilience and determination, she navigated her path, continuously
striving to integrate new knowledge and insights to effect change both in her life and potentially
in the lives of others.
Well-Being and Conocimiento
Glenn defined her perception of well-being, such as inner peace, mental clarity, and
stability in basic needs like food and housing. Glenn also recognizes negative signs, such as
being overly critical or harsh toward themselves, which indicate she is not doing well, “I’d say
one of the biggest things would be criticisms. Like, if I’m very upset, I know I tend to be in the
negative pit space. If I’m a little more self-critical.” Although she has this self-awareness now,
this was not always the case. When asked to share how she took care of herself amid the various
arrebatos in life while she was a student, she recalled,
I was very negligent of myself. There was no self-care. That did not enter my vocabulary.
Well, after I started therapy, and even then, I still kind of struggled with it. Ever since I
started therapy, I’ve definitely felt a lot of guilt for trying to prioritize myself. I feel like I
should be doing more academically. And even though that is for myself, I feel like that’s
not prioritizing myself outside the classroom.
Therapy, self-help books, podcasts, and supportive relationships served as sources of personal
and relational well-being for Glenn. These resources help her manage stress and improve her
mental health. Glenn’s well-being was significantly influenced by her interactions with family,
friends, and mentors, particularly her supportive relationship with her aunt. This relationship
provided Glenn with emotional support and guidance, helping her navigate familial stressors and

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develop a sense of self-acceptance. Glenn described her aunt as the matriarch of the family, a
single woman who played a crucial role in her emotional development:
My aunt. She was the matriarch of the family. She remained single throughout her life.
So, when my mom would be like, this girl, she’s like, just let her be like, she’s like, you
know, she was like, when you were younger, and I’m like, oh, yeah. She’s like, she was
stubborn. So, with my aunt, she was very forgiving. Like, she tried to make light of my
mom’s comments when they’d be hurtful. At the same time, she’d also be very, like,
open. Like, if you’re gonna be like that, she’s like, own it. She’s like, don’t listen to your
mom. So, that definitely helps. Like, having that permission to just be myself, just allow
myself to exist without having to take on my mom’s negativity all the time.
Her aunt’s forgiving and understanding nature helped Glenn manage and counteract her
mother’s negative comments, providing her with a sense of validation and the freedom to be
herself. In addition to the support from her aunt, Glenn adopted various strategies to cope with
her stressors and enhance her well-being. She recognized the importance of establishing
boundaries from family stress and academic pressures to explore personal interests and self-care
activities:
I think trying to separate myself from family because that was my biggest stressor. And
also from academics, there were times I’d be able to try and explore things. I think also
allowing myself to take dance classes back at one of the colleges to be able to have that
benefit of, like, being able to just relax and do something for myself, even though it was
academic based, that was mostly for me.
Sources of collective well-being for Glenn included institutional support from her
community college, such as EOPS, and financial aid resources, which provide practical support

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and a sense of community. Additionally, Glenn employed various strategies to maintain her wellbeing, such as setting time limits for work, using planners and reminders, engaging in self-care
activities, and seeking support from therapy and self-help resources. She explained, “I definitely
don’t try not to respond to emails, like, past six or 07:00 p.m. on weekdays.” Additionally, using
a planner helps her stay organized and manage her tasks realistically, and she leaves herself postit notes and sets reminders to stay on track. Glenn acknowledged her resilience and goal-oriented
nature despite life’s challenges and emphasized flexibility and realistic expectations in her
academic journey. Glenn also changed her major from English to communications, to
anthropology and then to aerospace, indicating her ability to reassess and align her goals with her
true passions. She revealed,
My passion is with aerospace. That’s what I’m going to focus on. I’d say also like having
faced COVID in my own impending doom, but like, basically made me realize that death
is a reality. It’s just like, what do I want to spend my time on? Time is your most valuable
resource.
Her reflections on the impact of COVID-19 and therapy highlight self-forgiveness and
prioritizing time for what truly matters. Supportive academic relationships, like with a professor
who encouraged her curiosity, and resources like Mel Robbins’ podcast provided her with
guidance and motivation. These strategies and sources of support collectively contribute to her
well-being, helping her navigate the challenges she continues to face.
Consejos
When asked if she had any consejos or advice about arrebatos and well-being (bienestar),
Glenn shared,

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Be kind and forgiving to yourself. You’re allowed to exist and make mistakes—nobody
told me that until I started therapy. Go at your own pace, and remember you’re only
competing with yourself. Embrace small joys and set realistic expectations for what
you’re capable of. Even if it takes extra time, you’ll get there. I often give advice like an
older mom friend, but the key is to focus on your own journey.
Itzel
Itzel’s experiences offer a vivid portrayal of the challenges faced by Latina students,
particularly in high-pressure academic environments. Her testimonio reveals the emotional and
psychological toll of navigating these spaces while also highlighting the strategies she employed
to foster resilience and well-being. The following section outlines the stages of conocimiento she
underwent while sharing her arrebatos, along with her well-being perceptions, experiences, and
the practices she utilized.
El Arrebato
Itzel experienced significant personal and academic trauma throughout her journey in
community college. Her personal trauma began at a young age when she had to translate legal
documents for her immigrant parents, taking on adult responsibilities at the age of 5. Her father’s
arrest and subsequent deportation when she was 15 intensified her struggles:
It’s like when someone you know is incarcerated, but their family feels the symptoms,
you know, like, of them being incarcerated. Yeah, that was us. We felt the symptoms. So,
when he was incarcerated, we had to skip a lot of school to go because he was held
federal. So, he was in federal prison, so we had to go all the way to San Francisco. And
so, when he was eventually deported, he came back through Coyote, as many do, and he
came back to the house, and we thought, you know, he was in prison, maybe a little bit.

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Prison time did him good with his narcisismo and his machismo and for being abusive.
We were, in fact, wrong.
Her father’s arrest and deportation compounded her struggles, showcasing how familial legal
issues can disrupt educational trajectories. Her description of the family’s hope that prison might
have reformed her father’s abusive behavior, only to find those hopes unmet, adds a layer of
emotional and psychological trauma. She faced physical and emotional abuse from her father,
who returned illegally after being deported, and this abuse continued during her college years:
The whole time I was in college, he was very abusive, yelling every time I would get a
scholarship. He’s like, so all of your college is going to be paid for. He thought it was
like those sports scholarships where everything is paid for. I get a free car. I get unlimited
clothing forever. And he kind of just downplayed all of my successes, which made it hard
for me to even celebrate my tiny wins. So, it was really hard dealing with that. It’s been
like 5 years since I kicked him out. I literally changed all of the chapas [locks] on the
doors. I called the police multiple times. So, it’s a lot to handle when you’re in college
and trying to do STEM and act like everything is okay. Two staff members at my
community college were the only ones to know all of this, so they were the only people I
can kind of rely on. And my mom was so upset when I told her that I told them, she’s
like, Mija, they’re going to think less of you now that you’re telling them all this stuff,
because, you know, look, “lo que pasa en la casa, se queda en la casa.” It’s not the chisme
of other people. But then it makes it so much harder for us to even find any sort of
support because it’s just me and my mom and my brother, so we together. Yeah. And it’s
like if one of us cracks, we’re all going to crack, so it’s like, we need to find additional
support.

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Additionally, Itzel’s academic journey was fraught with challenges. She struggled with
STEM courses, failing some and facing unsupportive professors who humiliated her for her
failures. She also experienced sexual harassment from a fellow tutor and felt marginalized as a
Latina woman in STEM, dealing with derogatory remarks by peers and othering by a chemistry
professor. When asked to elaborate, she shared,
I was taking my first general chemistry course in a fall semester, and I was taking
biology, also being a full-time student, and I was working at a 1st-year success center,
and it was kind of like the height of all the stuff that was going on at home. So, I was
finding it really hard to be able to, like, actually study and absorb because chemistry is a
whole other language. Chemistry, please don’t ask me about balancing equations, don’t
ask me about where the electrons are, because I still don’t know to this day. So, it was
really rough academically. That was the first time I failed a course, or I was going to fail.
I recognized that I was going to fail, but I never dropped it because I still wanted to get as
much material as I could before I would retake it for winter. So, I went up to the
professor, because at community college, if you’re about to fail a course and you want to
register for it, like the next semester, you have to get pretty much have to get what’s it
called a clearance. So, I had to get a letter or a form signed by my instructor at the time.
So, I went up to him during office hours, and I was like, hey, so I recognize I’m failing
your course. I’m going to retake it for winter. I just wanted to know if you can clear me
because I do want to do better in this course in the future, so can you just sign it? That’s
all I needed. He didn’t have to say a word. Just needed him to sign the damn paper. He
grabs the paper, and he’s like, who are you going to take it with? And I mentioned the
other instructor’s name. He’s like, good luck with that. And gave me back the form. And

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I was just like, okay, first of all, sir, I don’t know if you’re doubting me or my
intelligence or you’re doubting that I’ll pass the course. Or you’re doubting the other
instructor, but you literally did not have to say a single word. You just had to give me the
form. That’s all you needed to do.
This academically traumatizing experience left a long-lasting feeling of humiliation for Itzel. She
continued,
It was already so mentally draining and so humiliating. How I felt was humiliated. Cause
I first of all, had to go and actually get cleared to tell him, yeah, I’m failing your class.
Need to sign this, please. So, that was kind of like the cherry on top of everything else I
was dealing with that semester. So, I failed the course. Then I retook it during winter,
which I passed, thankfully. But that always stuck with me. Like, how the professor didn’t
even bother saying, like, oh, you know, how can I help you? Why do you feel like you
were failing this course? In fact, he just made me feel worse about it for retaking it. I was
already in a low place, and he just decided to kick me while I was down. So, it was
definitely eye-opening that you need to find your community in community college
because there are some. Unfortunately, there are some professors out there who are in it
for the money and just don’t really care about the outcome of how you are doing in their
class.
Itzel further shared a distressing experience with a biology professor at her community college
who publicly displayed students’ ID numbers and their corresponding exam scores on a
whiteboard, listing them from highest to lowest. Itzel, who received one of the lowest scores, felt
academically shamed when the professor pointed out their score specifically, suggesting that the
low score was due to a lack of studying. This incident, which Itzel describes as “academically

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traumatic,” had a lasting impact on her, contributing to ongoing anxiety about her academic
performance. Itzel contrasted this experience with the supportive and compassionate approach of
their current professors at the CSU she is at now, who proactively reach out to students
struggling with low scores to understand any external factors affecting their performance. This
incident highlights the harm of public academic shaming and underscores the importance of a
supportive and understanding educational environment.
Nepantla
Itzel experienced a state of nepantla, living between worlds and dealing with ambiguity
and uncertainty. As the eldest daughter of immigrants, she navigated the American educational
system while managing her family’s expectations and cultural norms:
So, not only would I be going to school, I would be going to school, going to work, then
back at the college, taking another class, taking the bus, and going to pick up my brother.
Then from there, the weekends, or sometimes during the weekday, I would try to help my
mom because, as I mentioned at the time, she had to take over my dad’s business. And a
bar is late at night hours, so I would have to help at home with organizing paperwork or
helping her organize stuff for taxes, or even on the weekends, having to go early, like
early morning, and go help her clean and set up, because, by law, I am not allowed there
unless I’m 21 years of age. But I can be there before hours to help clean up because it’s
technically not an open bar. And so, I would just help my mom make El Banco, which is,
like, the money to start off the day. I’d help mop. I help clean. We would wash because
we recycle the beer bottles, so we would wash the tubs that they come in. We would go
take them to a recycling place and just all that stuff, and then I’d still have to come home
and do my homework. And especially since I was studying STEM lab reports, having to

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communicate with partners for projects, GE courses, like English, I still had to do essays
and stuff like that. So, it was very busy. Oh, and then I also had to make sure my brother
was doing his homework since my mom wasn’t around to supervise, so I had to. And he
has ADHD, so I have to constantly be on his butt because then sometimes he’ll forget,
and my mom will be like, why didn’t he turn in his homework? It was definitely really,
really stressful stuff.
The nepantla stage was evident in her struggle to balance her academic responsibilities
with the demands of her home life, as well as her identity as a Latina in a predominantly White
and male-dominated STEM field. For example, she shared,
I always say that I am a horrible stem major because even though I love the concept of
stem, it is really hard for me to really ingrain into my brain. So, I would always make that
joke. Yeah, I’m a horrible stem major. No one asked me what the mitochondria is
because I forgot it’s the powerhouse of the cell or whatever, but it was definitely, I
struggled a lot, but I was also very determined. Whenever I would fail a class, I would
always try to retake it and try to try my very, very best to get a better grade than I did the
first time. … There is a very low women percentage in STEM. And then add on … being
a person of color. That was and continues to be my experience. I consider myself very
White-passing, but I have my little Spanglish up in there. She’s a little chuntis. So, the
way I talk it is very much Chicana. So, when I would be talking in class or asking
questions to my group members, I’d be like, okay, but like, how do you do it? Because I
don’t get it. I’m sorry. The men, it was predominantly some White men. Would just make
me feel less intelligent or kind of say like, didn’t you learn this in high school? As if one
class in high school, like 3 years ago, I was going to remember everything. Okay, bro,

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that doesn’t make sense to me. So, it was definitely off-putting. And like I mentioned
earlier, you really have to find your community because there will be people out there
who will create obstacles for you to hurdle over. Just to see you sweat, just to see you
panic, just to see how off balance they can get you for their own enjoyment. Because just
like the professor, no need. Literally had no need to say anything. No need to mention
anything. So, yeah, some stem courses were definitely way harder than they had to be.
Not because of the material but because of the people in there.
Itzel’s experience highlights the need for a supportive community to counteract the obstacles that
others may place in her path as she faced academic challenges and the dismissive and
condescending attitudes of her peers and professors. This stage of nepantla was marked by her
resilience in the face of both internal and external pressures, striving to maintain her sense of self
and purpose amid a challenging environment.
Desconocimiento
Itzel confronted desconocimiento by acknowledging and unlearning internalized beliefs
and societal expectations. She had to face her own denial about the abuse she suffered and the
sexual harassment she encountered. By sharing her experiences with supportive college staff and
later with her therapist, she began to break down the assumptions and knowledge that had
previously kept her silent and isolated,
I had no idea it was actually considered sexual harassment. So, when that happened,
during all of this chaos, I kind of just shrugged it off my shoulder because I didn’t
recognize what it was because I was like, was he hitting me? No. Was he yelling at me,
like my dad? No. It made me minimize so many other experiences when I was in college,
so I was just like, oh, my God. Like, I didn’t even know this happened until I kind of,

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like, nonchalantly told a staff member above me. I was a student worker, and he reported
it. I was like, why did you report it? Like, it was literally nothing. And then he literally
sat down and talked to me. He’s like, that was not nothing. What do you mean? He had
his hands in your leggings. So, I didn’t recognize that it was a type of sexual harassment
because he kept, like, every time I would wear those leggings, he’d just, like, be tugging.
And when he told me, when my coworker sat down with me and told me about that, I was
like, oh, my gosh, I think you’re right. Because then I started to notice I wouldn’t work. I
wouldn’t want to work when he was working at the same time, too. So, he reported it to
the full-time lab assistant, but instead of changing the tutor’s hours, he changed mine. So,
I was just like. Why am I still working with this person that y’all have now reported him?
That was very eye-opening, too. They allowed him to keep working, and the reason why
they let him keep working was because they said he was a veteran. He had
accommodations, and it was going to be his last semester. For, like, the full-time person
not to acknowledge that this was happening was so emotionally heartbreaking for me
because I was just, like, I was the only one that had reported it. And mind you, I didn’t
even report it myself. It was a coworker. So, if it wasn’t for him literally doing his job
and reporting it, it could have been way more people. I had to deal with that. And then
the issues with my dad and then also my academics, and then at the time, I was in a
relationship that was kind of mentally draining, and it’s just like, all these things, and I’m
like, how am I going to get through this?
Itzel’s journey through these stages of conocimiento highlights the damage done by her personal
and academic challenges. Despite the significant trauma and adversity she faced, her

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determination, humor, and the support of key individuals in her life allowed her to persevere and
transform her experiences into sources of strength and resilience.
Well-Being and Conocimiento
When asked about her perception of well-being, she expressed that it has evolved over
time. As a child, she equated well-being with being physically fit, always happy, and financially
comfortable. Now, she believes well-being is about finding joy even in the darkest times. She
emphasized that achieving a degree might improve life in some ways, but true well-being comes
from one’s mentality. For Itzel “bienestar or well-being is just being able to live in the moment,
enjoy the small things, not take everything so seriously. Life is too short to be dwelling on all the
negatives in your life, honestly.”
In describing signs of positive or negative well-being in her daily life, she noted that her
state of mind at the end of the day is a key indicator. If she can sleep peacefully, it means she’s
content with her choices and reactions throughout the day. However, if she experiences insomnia
and regrets, she knows she needs to reflect on the day and identify what went wrong to improve.
Regarding self-care, joy, and healing, she shared that on her worst days, she pushes herself to get
out of bed and engage in simple activities like walking her dog, spending time with friends, or
shopping for groceries. She believes it’s important to find small joys and not let negative
emotions consume her. She explained,
It takes energy to be upset as well. Why not use that same energy to just find the little joy
in things or try to make yourself better? Sometimes, you have to be your own hero. You
can rely on other people, but when, let’s just say, unfortunately, life happens, people
grow apart. You. You can’t be relying on them too, too much as well. You have to find it
within yourself.

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Itzel recognizes that while support from others is valuable, it can be unreliable since life
circumstances and relationships change. Therefore, she emphasizes being her own hero and
finding joy and resilience within herself. This self-reliance ensures that she can consistently work
toward her well-being, regardless of external factors.
Itzel finds well-being through her personal determination, humor, and warmth. She
explained, “No me gusta rendir. Like, literally, no me rindo. I try to be as determined as I can
be.” Her humor serves as a coping mechanism, even in academic failures. She also cherishes her
ability to help others, saying, “I love being that person that people gravitate to.” Relational
sources of well-being for Itzel include her family and telenovelas. She highlights the
unconditional love of her mom and brother: “Even when we fight, I fear for the day that I do not
have them in my life because they are such a big part of me.” Telenovelas provided her with
relatable characters and life lessons. For example, she mentions how a character from “La
Familia Peluche” taught her self-love despite societal judgments. Therapy also played fostered
her well-being. Before the pandemic, her therapist helped her recognize her depression: “It
wasn’t eye-opening that I was depressed until I met with my therapist. She’s like, girl, that’s
depression.” This realization shifted her perspective on self-care, changing her environment, and
seeking human interaction.
For Itzel, the women in her life have been a collective source of wisdom and support. She
acknowledges their tendency to be intrusive but appreciates their honest advice: “They can be
chismosas, and they could be nosy, … but sometimes they really do have some honest wisdom
when they talk about stuff.” This wisdom has been especially impactful from her extended
family, whom she considers as close as blood relatives. One such influential figure is her
brother’s godmother’s mother, whom Itzel deeply admires: “She is so freaking wise. I love that

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woman.” During a past relationship, this woman asked her boyfriend pointed questions about his
life and future plans, questions that Itzel herself had not considered. She recalled, “Why is she
asking all the questions that I should have asked in my boyfriend application?” This experience
taught her the importance of self-worth and ambition, as the woman advised her to “think of you
as a diamond, and you have to have precious hands to go to you. You cannot lower your selfworth for someone else that has no ambition.”
Itzel learned to see the woman’s nosiness as a form of caring, recognizing that her
intention was to protect and empower her. This perspective has shaped how she views advice and
support from other women of color: “With the lessons that I’ve learned from her and then also
from other POC women, it’s definitely put things into perspective to how I said I should view
situations.” She values the sense of community and solidarity among women of color, noting,
“When one gets hurt, the others are so fast to come together.” This sense of community extended
to her college experience, where staff encouraged her to prioritize self-care. One staff member
who was also her boss would tell her, “If you need to take the day, just go home, relax,” while
another staff member in the STEM center advocated for maintaining peace, advising, “You only
got one brain, one body. You got to take care of it.” Additionally, her transfer counselor provided
support and continuously motivated her academic progress.
These combined personal, relational, and collective sources create a robust support
system that enhances Itzel’s well-being and resilience. When asked how she takes care of herself
amid the challenges she experienced while in community college, Itzel shared that she relied
heavily on her friends, saying, “They were the ones always trying to keep me in check as well.
Hey, you’re studying for too long. Go take a break. Go walk outside.” She emphasized having
fun and engaging in physical activities, “Sometimes you just gotta, like, … you got to dance it

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out sometimes.” She found solace in dancing at school events and working out, noting, “If your
body feels good, you start feeling good on the inside.” Itzel also finds joy in doing nails, which
became a significant hobby for her: “I love looking at people’s nails because it gives me a little
taste of who they are, their style, their likes.” She said that engaging in these activities, even
during tough times, helped her maintain a positive outlook: “You really do have to find that little
glimmer of light under the water because life is already trying to kick you down so many times.
You have to be your own hero sometimes as well.”
In addition to her hobbies, Itzel values hosting gatherings for her friends, particularly
fellow women of color. “I like to host girl get-togethers … because that, to me, is my self-care,”
she explained. These gatherings provide a sense of safety and relaxation, especially for her
mother, who feels more comfortable speaking Spanish with the group. Itzel recalled a recent
event, saying, “We had Galentine’s Day. But to me, that is my release. I feel alive, light, and
free.”
Finally, Itzel highlighted daily communication with her friends, whom she considers her
extended family: “To me, they are, yeah, my extended family, definitely. I love them to pieces.”
She has come to recognize the value of true friendship over time, stating, “The older I get, the
more I recognize who my real friends are and who are just there for the season.”
Consejos
When asked about the impact of well-being on academic success, Itzel emphasized
professor involvement and recognition of student issues beyond traditional self-harm indicators:
Definitely involving professors more in … recognizing when something is wrong with a
student. Professors receive training on self-harm, but there are other forms of self-harm,
like down-talking yourself or constantly criticizing yourself. It doesn’t have to be

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physical to be considered self-harm. Professors should be trained to recognize these
signs. My professors from chemistry and biology recognized the harm their practices
caused in the classroom. Students come to learn not just academically but also about the
community and academic culture. If they’re scared to attend classes because of harsh
treatment from professors, they won’t want to transfer or pursue higher education.
They’ll think, “If it’s bad now, how will it be with larger class sizes?” It’s something I
hope progresses.
Itzel highlighted the significant impact of hiring a dedicated Title IX officer at her community
college, contrasting the previous absence of a Title IX department with the positive changes
brought about by the new hire. She emphasized that the lack of a designated person to handle
harassment cases was a major gap in their support system. The arrival of a dedicated Title IX
officer improved the handling of such cases and has been a source of encouragement for the
community. Itzel noted that increased visibility and discussion of these issues, such as through
interviews like this one, can underscore the necessity for robust resources in community
colleges. Itzel also criticized the limited scope of self-care activities provided by the college and
advocated for year-round support:
Community colleges need to do more than just offer self-care activities during finals or
midterms. Students face stress year-round, not just during exam weeks. Single parents,
for instance, juggle many responsibilities and need ongoing support. There’s no self-care
department in community colleges, but there could be resources for different types of
students to relieve tension or find mental and psychological help. A safe place to unwind
is essential. At my community college, we had a Wi-Fi lounge, but it was often taken
over by gamers. More accessible resources or a dedicated website section for various

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support options would be beneficial. Activities for single parents, undocumented
students, and others to connect and feel safe would help. I would also suggest in the
welcome video for new students, which is necessary for class registration at some
schools, to include information about all available resources and mental and emotional
health-related and planned events. Students need to know about these from the start, not
just when they’re not doing well.
Itzel emphasized creating a platform for Latina students to voice their experiences and needs.
She believes that despite challenges such as securing funding and faculty support, it is crucial for
Latina women to have a space to share their stories. Itzel acknowledges that while she does not
represent the entire Latina or Latinx community, hearing and recognizing the value of their
voices is essential because “often, our voices are cut out, even within our own households.” She
noted that in community colleges with diverse populations, such platforms can lead to the
development of new resources that benefit not just Latina women but the broader student body.
When offering consejos, Itzel encourages resilience and being proactive:
It’s true what they say when they say ponte la pilas because you gotta be that little
energizer bunny girl. You really gotta get out there, push through those obstacles, and
just like that energizer bunny hop over the ones that you really are dreading because
there’s literally no one that can back you down. Honestly, the only person that’s stopping
you is yourself. Because, like I said, sometimes you just got to be your own hero. You
know what? Like, put on that knight in shining armor, and you be your own hero. You
know, life is going to test you every which way, and you got to show it who’s boss. Be
that bitch boss. You know, they’re going to call you a bitch. Then be the bossiest bitch

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you can be. Don’t let anyone try to put you down because you can put cement over a
rose, and it’ll still grow. Grow where you’re planted.
Through her story and consejos, Itzel highlights self-reliance and determination, advising Latinas
to be their own heroes and to embrace the challenges life presents. She advocates for a strong,
assertive attitude, telling Latinas to embrace their inner strength and resilience and to grow and
thrive regardless of the circumstances.
Mary
Mary’s testimonio provides a compelling insight into the struggles and triumphs of Latina
students in navigating both personal and academic challenges. Her story reflects the delicate
balance between external pressures and internal resilience, offering a deeper understanding of the
complexities surrounding well-being and identity. The following section describes the stages of
conocimiento she navigated while sharing her arrebatos, well-being perceptions, experiences,
and the practices she employed.
El Arrebato
Mary’s life was marked by significant disruptions from an early age. She was born to
undocumented Mexican immigrants, which placed her in a mixed-status family. This reality was
a constant source of stress and uncertainty. One particularly intense arrebato occurred during the
Trump presidency, which heightened fears of deportation for her family. This period was marked
by profound anxiety and the constant threat of her family’s separation:
First, it was like the Trump presidency, which I feel, like, was really, really terrifying to
watch and feeling like, for so long, my parents’ status and the way that we lived, we were
kind of invisible. Like, you know, nobody gave it a second thought. And then having
Donald Trump be elected, and suddenly, in class, people are debating whether your

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parents can be here or not. That was a big reason why my brother left to Texas. He was
going to ask for the pardon. He was so sure they were going to send him to Mexico for
anywhere from, like, a week to 10 years. He ended up going through the advance parole
route. And so, it was much smoother. But at the time, that was his plan. Dealing with the
immigration threat was very terrifying to me because my dad at the time was the person
bringing in the most money, … so I was thinking, like, if it’s me and my mom, our lives
are gonna radically change. … That was the most impactful and maybe ground-shaking
because I was writing papers with, in the back of my mind, thinking like, my dad might
not come home tonight. And so, that was a really scary thought. And I think even now, it
follows me. Like, the threat doesn’t go away, really. It’s always there. It’s always a
constant.
Mary shared her evolving understanding of transnational family dynamics and the
complexities that arise when family members are separated by borders. She highlights a
significant moment when she began to articulate her thoughts on this subject despite the events
occurring before her birth. Mary recounts how her mother, facing a challenging labor, left for
Mexico to seek her own mother’s support, which led to her sister being born there. This event,
deeply embedded in the family’s history, became a topic of conversation that Mary felt equipped
to discuss only after gaining the necessary language and validation for her experiences in
college. Despite this being such a heavy factor, Mary shared she is able to see the positive side of
things:
But I can now see the positive side in the sense that I am very independent. And if, God
forbid, something were to happen, I think I’d be okay in the sense that I know how to
take care of certain things in a household or take care of certain paperwork. My parents

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are very dependable. They have provided for me financially. They have supported me
through goals, both financially, emotionally, mentally. When I was about 9 or 10, I asked
if I could go to therapy. They’re like, sure, you know, and so, despite not having
graduated from high school, despite being undocumented, they are very progressive,
forward-thinking parents. And so, I’m very appreciative of that. And they’ve tried to be
involved where they can be, and they’ve always trusted me. So, I’m like, with those
arrebatos comes the other side. Right? Like the resiliency aspect of it. And so, trying to
be grateful for. For everything that has come my way.
Mary’s family’s immigration status significantly impacted her academic life, adding
layers of stress that her peers did not have to face. In addition to this personal arrebato, when
asked about academic trauma, Mary revealed, “It didn’t happen in community college, but I
think community college was almost, like, the breeding for it to happen later.” She recounted her
initial success in community college, saying:
In community college, when I, you know, my first semester, I get straight A’s, and I think
to myself, I’m lucky I’m taking easy classes. My second semester gets straight A’s again,
thinking like, what am I doing wrong? Am I not taking hard classes? What’s going on?
However, this success laid the groundwork for intense imposter syndrome that emerged when
she transferred to the UC. Despite continuing to earn top grades, she struggled with
overwhelming self-doubt, which manifested as severe writer’s block: “I started having the worst
imposter syndrome, and I know what imposter syndrome is, I know what it looks like, and yet I
still, was like, I don’t see it.”
The pressure she placed on herself culminated in a severe panic attack during a midterm
exam in her 1st year at the UC. She recalled, “I ended up having the worst panic attack that I’ve

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had in a really long time. And I couldn’t study for this test. I was not in the right headspace.”
This academic pressure, compounded by the pandemic, led her to seek help at the hospital, a
humbling experience that forced her to confront the toll her perfectionism was taking on her
mental health. Despite her family’s urging to lighten her load, she resisted: “My parents, my
brother, they were telling me, like, leave, drop something, like, drop your job, drop an internship,
anything. Like, you have to take care of yourself.” However, Mary told herself, “No, I can’t quit.
Like, I need to keep pushing. I’m not a quitter.” This drive resulted in burnout after graduation, a
consequence of not taking steps to care for herself earlier.
Mary also shared how the pressure she felt was both academic and deeply personal, tied
to her family’s precarious situation as immigrants:
I always thought to myself, if my parents get depressed or if they get detained, if I can go
in front of a judge and say that I’m a 4.0 student at the number one university, maybe
they won’t get deported. Like, maybe I can save them, right? And I don’t think I realized
what a messed up thought that was.
This burden, ingrained in her reality, added another layer of trauma, one that she had internalized
as just another coping mechanism in her life. Ultimately, she remained in therapy after this crisis,
acknowledging that while she didn’t give up anything when she should have, she did take care of
herself in other ways.
Nepantla
During her time in community college, Mary experienced a state of nepantla,
characterized by her struggle to balance her academic aspirations with her familial
responsibilities and the ongoing threat of deportation. She navigated an in-between space,
balancing the need to succeed academically and the immediate pressures of her home life. Mary

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recalls that although she felt she had “less responsibilities than most [other] students”, she took
on the responsibility of helping her parents with all financial aspects as her older brother had
moved to Texas, which left her to help out.
So, for example, I would be in charge of all the bills and stuff, not paying them, like
going up each month to pay them, taking the money out from my parents’ account,
putting it into the gas and company, or whatever. Also in charge of talking with our
landlord each month. … Our landlord was selling to a management company. If they
were going to show the home, I had to be home to open the door, and that wasn’t great
because, you know, I have a term paper due, and I have random people walking through
my house.
Mary reflected on the significant responsibilities she took on from a young age due to her
family’s circumstances. Despite her father’s illiteracy, he worked two jobs, and it became Mary’s
responsibility to manage his transportation. Even now, with a full-time job, she continues to pick
him up and take him to work, viewing it as her way of easing his burden. She shared,
It’s kind of like, you know, that’s my kid that I have to carpool around. But I do it gladly
because if he’s already working 16 hours, the least I can do is take the transportation part
off of his plate.
Mary also recounted the constant anxiety brought on by the threat of deportation during a
period of intense immigration crackdowns. She recalls an incident where immigration officers
visited one of her father’s workplaces, though he was not there at the time. This situation added
stress to her life, as she had to maintain her grades while managing the fear that her father could
be deported. She reflected on this time, saying,

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It was something where I had to continue what I was doing, keep my grades up while also
navigating and dealing with the potential threat of deportation, which is always a
constant. But, like, having it be in your face like that was definitely something that did
take a toll.
In addition to these responsibilities, Mary was tasked with finding a new apartment for her
family when their current home was at risk due to a management company’s purchase. As the
only member of her family with a Social Security number, she faced challenges in qualifying for
housing despite not having a job. She recalled navigating these adult responsibilities at just 18 or
19 years old, going to apartment viewings alone, and speaking with landlords, which was
daunting for her. However, she is now grateful for those experiences, stating, “I am not afraid to
talk to people, to make my doctor’s appointments, to do all of that. But it was something that,
like, as an 18, 19-year-old, I had no idea what I was doing or the impact.”
Desconocimiento
Mary’s experiences reflect the stage of desconocimiento, where she confronts and
unlearns previously held assumptions and knowledge, leading to a deeper understanding of
herself and her place within her community. Initially, Mary did not fully appreciate or validate
her community college experience. She reflects:
Like, I need to go to my classes and go home. I can’t like it too much here. And so, that
was something that, like, now looking back, I wish I would have, like, validated myself
and validated the community college experience.
This reveals a period of unlearning, where she now recognizes the value of her journey,
especially as someone who now works in higher education and supports transfer students.

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Mary also experienced a shift in her perception of her potential and worth, which
challenged her previous self-doubt. She recalls a significant moment with a counselor who
encouraged her to aim higher:
It was cool because it was the first time that somebody had said, you’re worth it. And it’s
not a person that has to say it. Like, my mom or my dad. Right. It’s like a professional
with, like, with merit and experience.
This acknowledgment marked a pivotal moment of breaking down old beliefs about her
capabilities and opened her eyes to new possibilities. Mary’s journey involves breaking down her
previous understanding of her educational path, her worth, and her identity, leading her to a more
conscious and intentional engagement with her experiences and her role within her community.
The Call—El Compromiso
This stage signifies a moment of realization, prompting her to engage in new ways of
thinking and being. Mary began her community college journey with the pressure of external
expectations, particularly from her parents, who were wary of the negative connotations
associated with attending a community college. She explained, “My dad was like, well, just don’t
get stuck there. Like, people are telling me that people go to community college and then drop
out.” This drove her to approach her studies with determination, saying, “I don’t want to get
stuck here. I don’t want to drop out. I need to … prove people wrong.” As she immersed herself
in college life, Mary became actively involved in extracurricular activities, joining an honor
society and becoming a mentor for international students. However, she quickly noticed the lack
of diversity in spaces like the honor society, which was a stark contrast to her diverse classes.
This realization was a catalyst for her commitment to making a difference: “I did want to
diversify the community, and I wanted to see other people that looked like myself.”

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Her decision to run for a leadership position within the honors program was fueled by
both her desire to create a more inclusive environment and a strategic move to ensure her
academic future. She observed, “All those students from the previous … leadership board had
gone to UCLA, UC Irvine, Berkeley, Stanford. … So, in my head, it was like, correlate …
causation. Like, okay, I’m on the board. I’m going to get into a good school.” This belief
motivated her to take on the role, seeing it as a steppingstone to her aspirations. Yet, through this
process, Mary confronted her own lack of engagement with her Latina Chicano identity during
her time in community college. She reflected, “I wasn’t intentional … about that part of my
identity. I was intentional about other parts of my identity, but not so much like the Latina
Mexican American part.” This realization marked a turning point in her journey, as she
recognized the need to integrate all aspects of her identity into her academic and personal life.
In this stage of the call, Mary’s experiences reveal her growing awareness of the
importance of representation, inclusivity, and intentionality in shaping both her own identity and
the community around her. This commitment to action guided her decisions in community
college and laid the foundation for her future endeavors in higher education and beyond.
Well-Being and Conocimiento
In Mary’s point of view, well-being is a holistic concept that encompasses mental,
emotional, and physical well-being. For her, well-being involves a balance between selfreflection, setting boundaries, and being flexible with self-care. It’s also about being in tune with
her feelings, recognizing her triggers, and drawing strength from cultural and familial sources.
Well-being is both an individual and collective experience deeply tied to her identity,
relationships, and cultural heritage. She defined it as:

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A comprehensive view of taking care of myself, not just mentally, not just emotionally,
not just physically, but all three of those, all three of those put together. And so, I see it as
like, past, present, and future. So, like, what has worked, like kind of taking inventory of
like, what has worked for me in the past, what hasn’t, same with the future. And another
way is, like, taking care of myself doesn’t always mean doing things that make me feel
good. So, for example, sometimes taking care of myself means tackling a project that’s
been on my mind, that I’ve been procrastinating because I need to get it off my mental
load. But sometimes, taking care of myself looks like sleeping and leaving the project for
the next day. So, I think also like being flexible with myself. … Bienestar is like being
aware of what you’re feeling and what you’re thinking and your triggers. Something that
my mom always does is she’s a big believer in taking care of when she brings home
every day, she shakes everything off at the door, and she’s like, whatever happened
outside of the home is not coming in with me. Negative things that are not coming in with
me. When she sees me maybe feeling down or maybe feeling stressed, she makes me
shake it off and put it in the trash, figuratively. And it’s like, I thought it was silly, and
now I think it’s like, you see it on TikTok, psychologists, therapists, saying to do these
things. And so, I’m like, okay, okay. These are wellness practices.
Mary’s signs of well-being, both positive and negative, are closely tied to her daily habits,
behaviors, and emotional states. These signs provide insight into how she experiences and
manages her well-being. When Mary is experiencing positive well-being, she notices that she
requires less sleep and is less prone to procrastination. She feels more energized and can stay on
top of her tasks, indicating a strong sense of motivation and focus. Mary also pays more attention
to her appearance, such as doing her hair or makeup, when she is feeling well. This suggests that

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she feels more confident and positive about herself, which is reflected in how she presents
herself to the world. Although she identifies as inwardly pessimistic, Mary is able to maintain a
positive outlook for both herself and others when she is doing well. This shift toward positive
self-talk and optimism is a key sign of her well-being. Listening to music, whether through
headphones or in her car, is another sign of Mary’s positive well-being. Music seems to serve as
a way for her to stay connected to her emotions and maintain a positive mood.
On the other hand, when Mary is unwell, she notices that she requires more sleep, often
due to anxiety. This need for additional rest indicates that her body and mind struggle to cope
with stress, leading to fatigue. During times of negative well-being, Mary turns to social media
more frequently. She mentions using it to find validation for her negative feelings, suggesting
that she might be seeking external affirmation to justify her emotional state. Instead of listening
to music, when Mary is not doing well, she tends to call her mother more often. This behavior
indicates that she seeks emotional support and reassurance from her mother during challenging
times. Another way Mary manages her well-being during difficult times is by recording videos
of herself articulating her feelings and experiences. Although she does not rewatch these videos,
the act of recording them serves as a form of self-expression and a way to process her emotions.
To keep herself grounded, even when her well-being is not at its best, Mary continues to practice
gratitude and attends therapy. These activities help her maintain a sense of perspective and
manage her emotional challenges.
Mary’s sources of well-being are deeply rooted in her relationship with her mother, who
serves as a primary influence and guide in her emotional and spiritual life. Her mother’s
emotional intelligence, shaped by her life experiences and her engagement with the church, plays
a critical role in Mary’s understanding of well-being. Mary credits her mother for instilling in her

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a holistic approach to well-being, which includes elements of emotional self-awareness, spiritual
practices, and cultural traditions:
I think that a lot of it comes from my mom. I want to give most credit to my mom
because she’s very emotionally intelligent. I would want to take credit and be like, it’s
because I was in therapy and I taught them, but it’s not. I think it’s also because my mom
after she left my sister in Mexico, she sought a lot of help, specifically in the church. And
so, she was going to a lot of church retreats. She was reading in church, and I think she
also pulled maybe some things from there as well. And then also, she reads a lot. So,
probably, a lot of her readings probably taught her a lot of these things. And so, it is kind
of annoying when my therapist says what she had already told me because I’m like, oh, I
can hear [her] say, I told you so. And even now, like, when they go hiking, they like to go
a lot, to a waterfall. And my mom and her sisters will hike barefoot because it’s, like,
grounding, and I think deep down, that’s also indigenous practices that they don’t
recognize as indigenous, but when you follow the roots, they’re indigenous practices. So,
I think it’s like, a mix of all of that, curanderismo. My mom, like, is a huge Catholic, so
faith, too.
Mary’s well-being was nurtured by her relationship with her mother (relational) and also by
embracing her cultural identity (personal), learning about self-care, and utilizing institutional
resources (collective) despite initial guilt. Mary’s first encounter with the concept of well-being
in an academic setting came during her time in community college and involvement with the
Center for Community College Partnerships. She recalls, “It was kind of the first time where I
was like, oh, it is important to take care of yourself. … They talked about self-care.” However,
she admits that her self-care practices were initially poor, often prioritizing academic tasks over

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basic needs, such as eating or sleeping. This realization helped her understand the importance of
balance, which she now emphasizes to others. While Mary did use the health center and other
mental health resources, she struggled with feelings of guilt, believing that others needed these
resources more than she did. She shared, “I did feel guilty for using resources because I thought
other people needed it more than me.” Over time, Mary learned the importance of utilizing
available resources, recognizing that their use helps maintain funding and access for future
students. Mary also found support in her physical education courses, such as a cycling class
where the professor emphasized overall health, including hydration, sleep, and nutrition. The
positive reinforcement in this environment, combined with the physical activity, contributed to
her well-being.
Mary’s strategies for taking care of herself amid the personal and academic challenges
she faced during her time as a community college student reflect a combination of practical selfcare routines, emotional resilience, and a commitment to maintaining balance in her life. These
strategies reveal how she navigated her academic journey while preserving her well-being:
While in community college, the way that I took care of myself is, honestly, I would
sleep. I would sleep in between my classes, even if I had, like, a 30-minute break. I would
go to my car, get a 15-minute nap in. I would also take early classes so that I would finish
early. And that, in my head, made me feel better. It made me feel like I wasn’t stuck at
school all day. It made it feel like there was only part of my day. I was hiking a lot with
my mom. We would go hiking at, like, Griffith Park. And that was something that was
really special to me because my parents have healthy coping mechanisms, and they take
us. They go hiking. Like, all my aunts and uncles do. And so, being able to participate in

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that was really cool. So, those are some of the ways that I was taking care of myself was,
like, sleep and then hiking and just being away from it all.
Mary understood the importance of being part of communities that shared her values and cultural
background. At her transfer institution, she joined these groups (student groups for Chicano/a
Studies majors, EOPS, cultural center events that highlight Latina/o culture). She created a
support system that reinforced her sense of belonging and well-being.
Mary’s approach to prioritizing and practicing well-being in her current life is guided by
a blend of self-awareness, practical strategies, and the wisdom she has gained from her
experiences and family. Mary adopted a mindset that emphasizes not overburdening herself with
stress, particularly related to work, “I think my new favorite thing to say is, like, I don’t get paid
enough to worry.” By reminding herself that certain stressors are not worth the worry, she sets
clear boundaries that help protect her mental and emotional well-being.
Mary uses the analogy of putting on her own oxygen mask first to reinforce the idea that
she must take care of herself before she can effectively care for others. This principle guides her
actions, especially when she feels the pressure to support her family or manage multiple
responsibilities. Mary also looks to her mother as a role model for balancing responsibilities with
self-care, “My mom is not just my mom. She goes hiking. She goes out with her friends. And so,
trying to be, like her, learn from her, I’m like, she does it. I should be able to do it, too, you
know?” By observing how her mother prioritizes her own well-being, Mary is inspired to do the
same, understanding that it is both possible and necessary to maintain a healthy balance.
Mary uses specific, measurable, achievable, relevant, and time-bound goals, as well as
organizational tools like calendars, planners, and alarms, to manage her time and responsibilities.
This practice helps her stay on track, reduces anxiety, and ensures that she allocates time for self-

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care amid her busy schedule. Mary consciously decides not to overextend herself by taking on
too many responsibilities. By limiting her work to what is necessary for survival, she ensures that
she has enough time to relax and enjoy her personal life, thereby avoiding burnout, “I told myself
I’m not going to dive deeply, like back into grad school or a second job because I do really need
to take care of myself first.” Mary’s approach to balancing work and leisure is to fulfill her
professional obligations without letting them dominate her life. She values having time to simply
“be,” whether that means spending time with loved ones or enjoying quiet moments of peace,
“Doing 8 hours of work because I need it to survive and then using the rest of my time to just,
like, be, you know, just whatever that means.” Mary remains mindful of the lessons she learned
from her undergraduate experience, where she may have struggled with balance. She
acknowledges that while a peaceful life is desirable, it requires ongoing vigilance to ensure she
doesn’t slip into old patterns of overcommitment or stress.
Consejos
When asked about what advice she had for an ideal college experience centered around
well-being, Mary emphasized financial stability, the acknowledgment of students’ humanity
beyond their academic roles, and the need for a personalized approach to education that respects
the diverse experiences of Latinas. She believes that student well-being necessitates financial
resources, stating, “Students are over-mentored and underfunded.” In her vision, students would
receive full funding and free education, allowing them to focus on their studies and internships
without the stress of working long hours or worrying about basic needs. She stated, “So they
don’t have to be worrying about a 12-hour shift at Starbucks or how they’re going to pay their
rent, how they’re going to secure food, whether their parents will have enough. Now that’s a
college experience.”

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Mary emphasized a sustainable approach to both academics and well-being. She likens
this to being a lamp that burns steadily over time rather than a shooting star that burns out
quickly. This metaphor reflects her commitment to maintaining a balanced approach to her goals,
ensuring that her well-being is preserved in the long term. Mary also challenged the notion that
students should prioritize their humanity above all else, asserting, “Education or school is not the
first thing on everyone’s plate. Some people are parents. Some people, for example, like me, my
dad’s not my child, but I do have to pick him up at a certain time. And if I can’t be there, then
that impacts, you know, his ability to work and provide for us. Right? And so, it’s like, I’m a
human first.” She advocates for recognizing that students have complex lives and responsibilities
beyond school, encouraging them to regularly reassess their priorities to ensure their well-being
is at the top. She also acknowledged the diversity within the Latina community, emphasizing that
“Latinas are not … a monolith” and that each student’s experiences should be understood and
respected. She is mindful of the changing world and the potential disconnect that can occur as
she advances in her professional journey, striving to remain connected to the current issues
facing students today.
When asked if she had any consejos or advice for other Latina students about arrebatos
and well-being (bienestar), Mary urged regularly reassessing priorities to ensure that their wellbeing remains at the top, “Take out your priority list. … Make sure that those are the priorities
that make sense to you.” She advised creating and updating a personal inventory each semester
to reflect what is most important to them at any given time. This practice helps maintain balance
and avoid the burnout she experienced when academics were her sole focus. In addition to
encouraging personal prioritization and self-reflection, she encourages ongoing learning and
relationships: “Find a mentor in everyone, meaning that we can stand to learn from everyone, not

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just people who we presume or perceive to be above us, but also the people sitting right next to
us.”
Natalia
Natalia’s story reveals the multifaceted challenges faced by Latina students,
encompassing both academic pressures and personal struggles. Her experiences highlight the
complex interplay between external demands and internal resilience, offering a window into the
ways Latina students navigate their journeys toward well-being. The following section details the
conocimiento stages she experienced as she shared her arrebatos, along with her well-being
perceptions, experiences, and the practices she engaged in.
El Arrebato
Natalia experienced significant personal and academic upheavals that disrupted her life.
The divorce of her parents and the subsequent family conflict created a profound emotional
disturbance:
My parents were divorced, and I felt neglected and abandoned by my dad because we
always had a family conflict, my dad abusing my mom, and all the problems within the
family. It was disturbing to me, and then it made me feel complicated, and mentally, I
was drained. And somehow, I didn’t feel so much love. I felt like I was neglected.
This trauma was further compounded by financial instability and academic pressure, especially
during her 2nd year of college, where she described, “The pressure was everywhere financially,
academically, just everywhere.” She also shared,
I didn’t have my tuition, so I didn’t have the money, and I didn’t know. I couldn’t find
help. My mom didn’t have the money. It was hard for me and difficult for me to focus
and read my books for class. I couldn’t also get access to resources like textbooks, and

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sometimes, I couldn’t transport myself to school. Yeah, so I think that was the most
difficult time. But then I had this friend that I could get some textbooks from.
Natalia’s arrebato is a culmination of severe personal and academic disruptions. The emotional
turmoil began with her parents’ divorce, where she felt abandoned by her father amid ongoing
family conflicts, including domestic abuse. The pressure from all aspects of her life led to a
period of significant personal and financial distress.
Nepantla
Natalia found herself in a state of ambiguity and in-betweenness, questioning her ability
to cope with her responsibilities both at home and in her academic life, “A typical day could be I
go to school. … Before I go to school, I need to take care of the responsibilities at home, and
then I’ll take care of my sick mom, and I go to school, and I come back.” Balancing her roles as
a student and a caregiver placed her in a constant state of flux, navigating between these
competing demands. Additionally, in reflecting on her community college experience, Natalia
shared that it was hard to truly identify or name if she felt marginalized or othered at her campus,
but she certainly felt like she was in between spaces:
I didn’t know how to make friends. I was always alone with just one person. But I don’t
know if I felt a sense of belonging. I tried to make a few friends but then I just couldn’t. I
don’t know if it’s my nature or something. I talk to people mostly when necessary.
This inability to connect placed her in a liminal space, where she was neither fully engaged with
her academic environment nor entirely disconnected from it, embodying the essence of
Nepantla—a state of in-betweenness and unresolved tension.

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Desconocimiento
Natalia confronted her lack of understanding and the denial of her emotional and
academic needs. She initially struggled to find resources and support. The lack of academic
success and peer judgment exacerbated her self-doubt and feelings of inadequacy:
My second year was hard. My mind was unstable, and then I felt like I am being
pressured. And then when I failed in the semester, my peers were like, maybe because
she’s this way, she doesn’t talk to people, and then she is not White, and all of that. They
kind of, I don’t know. But then all of those things led me to thinking a lot. Then I saw
myself, and then it was like I was losing my self-esteem, and I was beginning to fall into
depression.
This quote illustrates how Natalia’s academic failures were a source of personal disappointment
and a trigger for deeper existential questions about her worth and identity. Her peers’ comments
about her not being White, combined with her own internalized doubts, led to a crisis of selfesteem. This aligns with Anzaldúa’s concept of desconocimiento, where an individual confronts
the limits of their understanding and the denial of their needs, leading to a period of confusion
and disorientation. However, it was through this process that Natalia eventually began to look for
the resources and support she needed, leading her toward a path of healing.
Well-Being and Conocimiento
Natalia defined well-being or taking care of oneself as practicing self-care that involves
attending to both mental and physical health. Specifically, she prioritizes health through
activities like regular exercise, healthy eating, and relaxation. She mentioned the significance of
having time for oneself, including engaging in hobbies, meditation, and setting goals. Natalia
believes that well-being supports positive academic outcomes, as it helps students stay focused

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and perform effectively in their academic tasks. She further explained, “If you’re not emotionally
stable, you would not be able to cope with academic pressures and deep challenges.”
When asked about the signs of experiencing positive or negative well-being in her daily
life, Natalia explained that one can recognize positive well-being when one prioritizes one’s
health by engaging in regular exercise, eating healthy, and taking time to relax. She mentioned
that having time just for oneself, such as through meditation or hobbies, is important, and being
intentional about these activities contributes to well-being. She added that setting and achieving
goals also signifies positive well-being. On the other hand, negative well-being might be
indicated by feelings of dissatisfaction, poor health, or the impact of negative events in your day.
The sources of well-being for Natalia can be categorized into personal, relational, and
collective aspects. Natalia’s persistence and dedication to her studies were key sources of
personal well-being. She noted, “I was persistent, and then when I started to prioritize my
studies, I really took it seriously, tried to be consistent.” Support from her family, particularly
through her mother, played a significant role in her well-being. Her mother referred her to a
family friend who was a counselor, providing Natalia with strategies to cope with her challenges.
She shared, “I talked to my family, and then my mom referred me to one of her friends who was
a counselor.” At the collective level, Natalia benefited from institutional support, such as
academic advisors and mental health counselors, which helped guide her academic journey. She
also found value in resources related to job search strategies and resume writing. As a
community college student, Natalia had a “desire to learn, grow, and have the energy to
contribute to positive change. Also, I wanted to have this sense of unity and purpose.”

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Consejos
When asked for advice on creating an ideal college experience that promotes and
encourages well-being for Latina students, Natalia offered thoughtful suggestions focused on
institutional changes and personal practices. She emphasizes faculty and staff being trained to
recognize signs of distress among students. She suggests that staff should proactively encourage
and support students in both classrooms and support areas. This approach could help address
student needs before they escalate into more serious issues. She noted, “Faculty and staff could
be trained to recognize signs of distress. … They could just encourage and support.” Natalia also
suggests that colleges should hire more Latina staff and create spaces where Latina students can
connect with each other. She envisions these groups meeting regularly to foster a sense of
community and mutual support. On a personal level, Natalia advised staying connected with the
campus, engaging in recreational activities, and prioritizing their mental health. She underscores
that these practices maintain well-being.
Salma
Salma’s testimonio offers a deep exploration of the challenges Latina students face, both
academically and personally. Her experiences shed light on the ways in which cultural identity,
family expectations, and institutional pressures intersect, influencing her journey toward wellbeing and academic success. The following section outlines the stages of conocimiento she
encountered as she shared her arrebatos, along with her well-being perceptions, experiences, and
the practices she adopted.

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El Arrebato
Several arrebatos or disruptions marked Salma’s life. One significant arrebato that came
with ripple effects thereafter was her experience of domestic violence, which profoundly
impacted her sense of self and her educational aspirations. She mentioned,
The separation due to domestic violence happened before college. After the separation,
there was a trickle-down effect. I was in the hotel for almost 4 years when I was in
school. So, basically, I was doing online classes in the hotel while my four kids were
sleeping. I’d be doing my homework outside, so I wouldn’t wake them up with the light,
you know? Basically, I don’t even know how I was able to focus and do it because I
didn’t even have a car to move around. So, for me, it was heartbreaking because I was I
grew up this way, too. My mom had me traveling from place to place because my dad
was domestically abusive to her. So, when that happened to me, living in different hotels
with my kids and seeing my kids grab their belongings at that time in boxes, I’m like, I
went through it, but I cannot look at my kids doing this. I can if the father doesn’t care. I
have to care. So, that day, [the California Work Opportunity and Responsibility to Kids
program] had deposited $100 for my school supplies. But the lady from the domestic
violence program, she had purchased me some stuff for school because they were taking
a long time to, like, deposit for the school supplies. So, I went to Ross, and I told the kids,
“Pick a soccer bag.” So, each one grabbed their bag, and I grabbed mine, and I said,
okay, I want you guys to put your clothes there. And picture that we’re traveling, so we
going to see places, we’re going to be staying in hotels. You guys are in summer vacation
because it was during their summer vacations, and just enjoy. As part of the CalWORKs
program, I used to get the hot meals. So, with the food stamps, I was able, like, to buy

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Carl’s Jr., KFC, all of that. So, I’m like, okay, so we’re on vacation, right? What you
guys want to eat today? Oh, the kids would say we want Carl’s Jr. Okay, let’s go to
Carl’s Jr. I always tried to get a hotel that had swimming pool or kitchen. So, I’d say let’s
go to the swimming pool. So, while they were swimming and having fun, I was studying,
doing paperwork for court, trying to find a place. The most support that I got was through
the community college CalWORKs program because if it wasn’t for the college, I
wouldn’t be in school. I wouldn’t have that extra money to buy something, or I wouldn’t
have my Section 8 that I have right now, or I wouldn’t have stability, you know, mental
stability or self-esteem, nothing like that. I was basically alone. Alone. But once I started
school and even though I was staying in hotels, I started making friends, I started finding
more services. I started getting more support.
The culmination of these experiences was a moment of triumph for Salma when she walked on
the graduation stage to receive her certification with her children in the audience, marking a
significant milestone in her journey. Salma’s story illustrates how, despite experiencing
significant disruptions, or arrebatos, she used her educational journey to rebuild her life and
provide stability for her family.
Nepantla
During her time in community college, Salma found herself living in a state of nepantla, a
space of in-betweenness and ambiguity, as she balanced her roles as a student, mother, and
survivor of domestic violence. This transitional space was marked by uncertainty and the
constant challenge of juggling her intersecting identities. Salma’s feelings of displacement and
difference were particularly acute in the academic environment, where she often felt out of place,
causing academic trauma through feelings of self-doubt and lack of belonging:

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When I recently started college, I had the physics class, I felt different. Like, I’d see all
these young students, and I was basically the oldest one, and … everybody was staring at
me, and thinking I was the professor. They were saying it out loud, my professor was
like, no, she’s a student. So, I was like, do I really look that old to be in class? And I kind
of felt myself getting smaller that time. But when the class finished, my professor, I guess
she noticed because she’s like, Salma, can you wait? Because I want to talk to you. So, I
waited, and then she told me, look, don’t worry about it. She said, you’re gonna get a lot
of students that will say that, but it is because they don’t know why you didn’t begin your
college journey at an earlier age. You’re not the only student that I have that is older. I
have more students in my other classes, but I just wanted to let you know you need to be
in class more, okay? I don’t want this to make you miss class. I said okay. So, basically, I
show up for class the next day, and little by little, I start making friends. And then I didn’t
feel excluded anymore. They got used to seeing someone older in class.
Salma’s nepantla extended beyond the classroom into her daily life as she navigated the
responsibilities of motherhood while pursuing her education. This often meant finding creative
ways to manage her time and energy:
Well, since I have full custody of my children, I have my kids with me every day, 24/7
but, I mean, it is challenging sometimes. Try focusing and studying at home and being a
parent. But what I did learn, and this is something that I learned in one of the CalWORKs
workshops. The presenter said the time that you invest in washing your dishes, cleaning,
and all the stuff. I learned that that’s the time that you have to invest in your study. So, I
was like, yeah, she’s right. What she said helped me change my routine and my schedule,
so I don’t focus on chores or things around the house so much. I know it gives me anxiety

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to see a little bit of mess sometimes, but I’m like, just walk straight and go to your room,
focus. You have to study. So, I kind of put my studies as more of a priority now than
focusing on the house because the house is always going to be dirty, no matter how much
you clean it. And especially with kids, it’s going to be dirty, so. But I also told my kids I
don’t expect you guys to clean my mess, but I do need you guys to clean after yourselves,
wash your dish, pick up your plate, do your laundry. So, now my boys do their laundry.
The constant challenge of balancing Salma’s intersecting roles led her to adopt new strategies to
prioritize her education. By adjusting her routines and enlisting her children’s help with
household chores, Salma carved out time and space for her studies, ultimately making education
a central focus in her life. Her ability to navigate this state of in-betweenness reflects her
resilience and determination to succeed despite the many challenges she faced.
Desconocimiento
Salma’s journey was marked by a confrontation with societal ignorance and denial, both
within her family and the broader educational system. She experienced a period of unlearning
and breaking down the previously held assumptions that had shaped her life. This stage of
desconocimiento was deeply challenging, as it involved reevaluating long-standing beliefs and
confronting the lack of support from those closest to her. Salma’s struggle with her family’s lack
of support for her educational goals was a significant aspect of this stage. Her mother’s
dismissive attitude exemplified the societal ignorance she faced, “When my mom found out that
I finished high school and was gonna start going to college, she was like, ‘For what? You’re
already old. What are you gonna do?’ This lack of familial support was compounded by the
damaging views Salma held about herself, shaped by her experiences with domestic violence and
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A lot of people tend to use the word “sorry,” and, to be honest, just the word “sorry” for
someone that went through domestic violence, you’re making them feel like … you have
to feel sorry for yourself, kind of. So, I’m like, not sorry because I’m not there anymore.
But you could say another word instead of “sorry.” Like, “Oh, that’s great that you were
brave and that you’re not there.”
This realization led Salma to unlearn the notion of self-pity that had been imposed on her,
allowing her to find a new therapist and adopt a more empowering mindset. Salma also had to
confront the deeply ingrained family values that dictated her role as a woman and that
contributed to her staying in an abusive relationship. She feared “what my family was gonna say.
They were gonna say, you see, you always said you were not gonna end up like us, and look, you
already are. So, because of that, I stayed longer in that abusive relationship.” The traditional
values she was raised with emphasized servitude to men, which further entrenched her in toxic
relationships:
My familial values are centered on like when you get married, you have to serve your
husband, you have to clean, you have to have the kids ready. … Nothing about you have
to, like, let’s say, secure yourself. … The man has to be served. … That affected me
because I ended up in this abusive and controlling and toxic relationship because of that.
Salma unlearned harmful beliefs and broke free from the ignorance and denial that had held her
back. Her journey was one of shedding old identities and assumptions, allowing her to redefine
herself on her own terms and commit to her own path of knowledge and growth.
The Call—El Compromiso
Salma’s call to action came from her desire to help others who experienced similar
traumas. She changed her major from business to social work to make a more direct impact.

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Salma’s realization that she could make a difference for others marked a pivotal moment in her
journey. This realization was aided by her therapist, Salma recalled,
So, the therapist that I have, the male therapist, he was very helpful. He never ever used
the word “sorry.” He would say. Well, you’re doing great, Salma. You’re doing better.
Keep moving. Don’t get stuck. If you feel that you doing something wrong, but
something good comes out of it. Go with the good things. Forget about the wrong, the
bad. Just keep moving. Just keep moving like Nemo. So, he helped me a lot. He was able
to get to me speak up of my domestic violence. He helped me not to feel ashamed of
what I went through. Instead of feeling ashamed, feel proud of myself and speak up
because he told me, like, whatever you’re going through, Salma, and you tell another
woman that is going through the same thing, she will know that there’s a hope for her,
too. So, because of that, now I could speak about my domestic violence without feeling
ashamed of myself going through that.
Salma was inspired to pursue social work after recognizing the lack of resources for women in
similar domestic violence situations. She states, “I want to be the person to make a change and
probably save someone’s life. … So, I changed my major to social work.” This commitment was
a turning point, leading her to engage in new ways of thinking and being.
Well-Being and Conocimiento
When asked to define her perception of well-being, Salma shared that her approach to
self-care is deeply connected to nature and solitude. She finds peace and clarity through simple
yet profound practices that help her reset and face new challenges. Salma described her ritual of
driving as a way to clear her mind. She stated, “For me, well-being is for my mind, for me. I tend
to drive. I don’t know why, but I just get in the car, and I start driving. … There’s no exits. It’s

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just all mountains. I tend to drive there. So, I go and drive, and then I come back. And then I’ll
come back with a clear mind.” She also emphasized connecting with natural rhythms and finding
inspiration in the cycles of the day. She elaborated, “Going to the beach and just sit and watch
the sunset or go hiking and see the sunrise. That helps me. Seeing the sunrise for me is like, it’s a
new day, new challenges, new opportunities, but you’re gonna get through it. And when I see the
sunset, for me is like, it’s the end of the day. Whatever you did or didn’t do, that’s it. But tonight,
tomorrow is a better day.”
Salma extends this philosophy to her children, teaching them to view each day as a new
opportunity. She noted, “That’s something that I tell my kids: ‘You didn’t do good in class.
Don’t worry about it. There’s always another day. And it’s going to be better because you want
to make it better.’” In addition to these practices, Salma also finds comfort in small, mindful
rituals at home, such as “Sometimes I just take a nap. I put music, and I put my candles, the
smell, and I take a nap. That helps me.” Through these practices, Salma defines well-being as a
balance between mental clarity, connection with nature, and mindful self-care, all of which allow
her to navigate life’s challenges with resilience and hope.
When asked about the signs of well-being in her daily life, Salma highlighted how
closely she listens to her body as an indicator of her mental and emotional state. She shared that
when she feels low, her body responds by feeling tired and sleepy. To combat this, she often
turns to small rituals like making an espresso with whipped cream and caramel, which gives her
a boost of energy. Salma then distracts herself with activities like fixing her makeup, changing
her clothes, listening to music, or going for a walk. She emphasized being in tune with her body,
noting that when she feels happy, she is more likely to put on music, plan outings with her kids,
or start cleaning, all of which are signs of her positive well-being.

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Salma’s approach to self-care as a community college student is deeply intertwined with
her personal, relational, and collective sources of well-being, reflecting a holistic strategy for
managing challenges. Personally, Salma takes care of herself by practicing self-therapy, talking
herself through moments of frustration, and engaging in work-study programs that allow her to
balance her academic and personal responsibilities effectively. She describes how multitasking, a
skill she honed through motherhood, has become essential to her success. She stated, “I talk to
myself. I give therapy to myself. … I have learned to manage a lot. I do a lot of multitask, but,
yeah, school helps a lot.” Relationally, Salma draws strength from positive interactions with
peers and professors who encourage her to stay focused and healthy. She values the support of
her friends, who promote well-being through activities like hiking, and her professors, who guide
her toward beneficial resources, such as therapy. She shared, “My friends or classmates, they
always like, hey, let’s do, let’s go hiking. … My professors … encouraged me to take also the
therapy in school.” Collectively, Salma found solace in resources offered in her community, such
as personal counseling, where she feels safe to express herself without judgment, counseling
courses centered around personal growth and development, and programs such as the California
Work Opportunity and Responsibility to Kids (CalWORKs) program. Overall, Salma’s wellbeing is supported by a combination of self-care practices, positive relationships, and access to
supportive institutional resources, all of which help her navigate the complexities of being a
student, mother, and survivor.
Salma’s well-being strategies now encompass a blend of self-care, emotional release, and
intentional solitude, all aimed at nurturing her sense of self and independence. She finds solace
in spiritual practices, like going to church, and emotional release through crying and driving,
where she allows herself to fully express and then release her emotions. She expressed, “If I feel

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like crying, I cry. … I drive, and I scream, and I cry, … and that helps me. I’ll say, okay, it’s
gone. Let’s go. Go back to reality.” Salma has also embraced caring for herself by stepping out
of her previous routine of staying home, choosing instead to explore new experiences, socialize,
and enjoy life. She relishes activities that allow her to connect with herself, such as attending
concerts, going to the beach, or even enjoying a meal alone. She revealed, “When you find your
love for yourself, you don’t need company, you don’t need nobody. You can get pretty and say,
okay, I’m gonna take myself for a date.” Her approach to well-being is characterized by an
intentional focus on self-love and independence, as she values time spent with herself as much as
with others and sees this as a key part of her personal growth and happiness.
Consejos
When reflecting on the ideal college experience that encourages well-being, Salma
emphasized the power of inclusive events and representation. She observed that events
celebrating cultural diversity, such as those for Latino or other ethnic groups, foster a sense of
unity among students, breaking down barriers of race and background. Salma also highlighted
events featuring inspiring Latina speakers who share their personal stories and practical advice.
She recalled a Latina author who influenced her by emphasizing the need to prioritize education
over daily chores. These experiences, particularly those involving Latina women sharing their
successes, left Salma feeling more motivated and proud of her cultural identity. She expressed, “I
come out from the events feeling more like I’m a Latina. … More proud of my roots, more proud
of myself.” Her consejo is simple but powerful: “Feel proud of your roots. Feel proud of the
Latina woman you are, and focus on the positive always, and just move on and stay strong.”

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Selena
Selena’s story illustrates the personal and academic challenges faced by Latina students,
highlighting the ways in which she navigates these difficulties with resilience and determination.
Her testimonio provides a deeper understanding of the strategies she employs to maintain her
well-being and cope with the pressures of academic life. The following section describes the
stages of conocimiento she went through while sharing her arrebatos, as well as her well-being
perceptions, experiences, and the practices she engaged in.
El Arrebato
Several significant events disrupted Selena’s life. The COVID pandemic forced her
community college experience to be entirely online, isolating her from social interactions and
leading to severe depression and anxiety. The sudden loss of her parents’ jobs during the
pandemic added financial stress, further compounding her mental health struggles. In sharing her
experience, she further elaborated,
My community college experience was very mainly online, so that really did affect my
mental health. I did end up getting diagnosed with severe depression and anxiety during
my first semester in community college just because of social distancing and just being
away from everything, the world. Lack of normalcy affected my mental health. I know
my parents very much stigmatized mental health at the time because a lot of times I
would just be in my room alone because there was nothing else to do. They weren’t very
understanding of it. And also, it affected my academics because I needed to petition for
excuse withdrawals. I did request incomplete grades for some coursework, and then that
also ended up affecting a lot of my scholarships, financial aid. The next semester, I didn’t
get as much financial aid and that affected me back again because a lot of times, I felt

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like, oh, my god, I can’t do this. I earned it, and now I’m here, and I can’t keep, like, this
up. My academics up. And then also, at the time, both of my parents lost their jobs
because of the pandemic. So, I was also trying to use some of my financial aid to help
them out. One thing affected another, and it just kept going. It made me feel worse and
incapable of achieving this goal of completing a college degree at the time.
In the face of these challenges, Selena’s academic life also suffered. She struggled to
communicate her mental health issues to professors, which led to feelings of invalidation and
further demoralization. She shared,
The most challenging for me was trying to explain overall to professors what I was going
through, just in terms of mental health, because I do recall I just did not go to class. I did
not want to do anything. And then, when I did get a little bit more motivation, I did try to
hop on an email or a Zoom office hours to try to explain what was going on. And I
remember one professor I basically told them what was going on at the time. It was
toward the middle end of the semester when I asked them, can I do an incomplete for
your class or, like, withdraw? And one of the professors was like I can give you an
incomplete. But in my experience, students don’t typically complete the work. They
won’t come back to do it. Just, like, the language and the words they were using was very
invalidating of my experiences.
This mental health struggle was exacerbated by her parents’ lack of understanding and the
academic challenges she faced, such as needing to petition for excused withdrawals and
incomplete grades, which negatively impacted her financial aid and scholarships. Despite her
attempts to explain her situation to professors, she often encountered invalidating responses,

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making her feel even more incapable of achieving her goal of completing her college degree. The
combination of these factors left Selena feeling overwhelmed and demoralized.
Another academically traumatizing event for Selena was when she faced significant
challenges when trying to join the EOPS program, designed for low-income students, due to
outdated financial information on her FAFSA that did not reflect her family’s current situation
after her parents lost their jobs. Despite explaining her family’s financial hardship and submitting
the necessary paperwork, the process took an entire semester due to bureaucratic delays and
miscommunications. The experience was compounded by the difficulty of navigating this
process virtually, without the ability to meet with staff in person for quicker resolution.
Ultimately, Selena was accepted into the program, but the prolonged struggle left a lasting
impact, as academic trauma tends to manifest.
Nepantla
Selena’s experience in the stage of Nepantla was marked by her struggle to balance
multiple roles and navigate the complexities of her identity. Living at home during the pandemic,
she found herself in a state of in-betweenness, managing the responsibilities of a student, a
daughter, and a caretaker, all while grappling with her mental health and the challenges of her
academic environment. Selena’s responsibilities extended beyond her college work as she
supported her family, particularly by translating for her parents, who are native Spanish speakers.
She explained, “The main tasks I do for them is translating because they are native Spanish
speakers, and especially translating a lot of basic things, such as the mail from my dad.” Her
community college experience was further complicated by the dynamics of living in a loud
household, where the lack of understanding from her family added to the challenges of attending
online classes. Selena elaborated,

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Trying to navigate that within my home, that was often very loud. Because we have a lot
of people living there, was very difficult. My parents oftentimes weren’t very
understanding that I would be, like, in class, like, my mom would like to barge into my
room, like, nothing.
Selena also faced a sense of otherness and isolation in her academic journey, particularly in her
initial STEM major, where she felt disconnected from her peers and misunderstood by her
professors. When asked to share more of her experience, she stated,
I was in computer science at the time. And that was a lot of very White professors that
didn’t really understand where I came from. And I still remember, like, some of my
classes, … professors weren’t really, like, understanding of that when I would share that I
was a STEM major. … I ended up switching my major over to Chicano, Chicano studies,
which really helped me feel like I belonged and validating a lot of my lived experiences
and learning about the background of a lot of my culture.
In this stage of Nepantla, Salma was constantly navigating the ambiguity and uncertainty of her
various roles and identities, ultimately finding a path that resonated more deeply with her
experiences and cultural background.
The Call—El Compromiso
In the stage of the call—el compromiso, Selena reached a pivotal moment of realization
where she recognized the need to take action and make significant changes in her life. Despite
facing considerable challenges, including the decline of her mental health and academic
struggles, Selena made a conscious decision to seek help, engage with her community, and
recommit to her education. The turning point for Selena came when she noticed the physical toll
her mental health struggles were taking on her. She disclosed,

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When I was starting to see the effects of my mental health, like, I started noticing the
physical aspects of my mental health affecting me. Like, I was eating all the time, I was
sleeping so much. Like, I had little to no motivation. So, then that kind of, like, in turn,
fell into affecting my schoolwork. Then I was like, I need. I need help.
This realization led her to her community college’s mental health services, where she found the
support she needed. She shared, “I ended up reaching out to my community college’s mental
health services, and they were very supportive and understanding. … So many people were just
isolated during the pandemic. … The need for mental health increased.” As she began to feel
better, Selena also sought to benefit her community by participating in volunteer work, which
helped her rebuild her sense of purpose and connection. She noted,
I was going to, like, these volunteer events and just interacting and talking with people. I
also ended up going to volunteer for the, like, food distribution at my community college.
… Building that community and seeing that there was a lot of people in similar situations.
Through these actions, Selena improved her academic performance and rediscovered her
confidence and commitment to her goals. In this stage of the call, Selena’s dedication to her
mental health, education, and community service exemplified her commitment to creating
positive change in her life and the lives of those around her.
Well-Being and Conocimiento
Selena’s perception of well-being, or bienestar, is deeply intertwined with the practices of
self-care and connection to others. She views well-being as a holistic process that includes
seeking professional support through therapy, nurturing relationships with friends and family,
and embracing the outdoors to enjoy life’s simple pleasures. Selena recognizes clear signs in her
daily life that indicate whether she is experiencing positive or negative well-being. When she is

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doing well, she actively reaches out to others, makes plans, and engages socially, such as, “I
notice, like, I, like, reach out to people. I make plans with people.” However, when her wellbeing declines, she withdraws, preferring isolation and rest as a way to cope. For example,
“When I’m struggling a little bit more, I notice. … I tend to drop back from individuals. I tend to
want to sleep and just stay in.” These patterns reflect how Selena’s social interactions and energy
levels serve as barometers for her mental and emotional health, indicating whether she is thriving
or in need of support.
Selena’s sources of well-being span across the personal, relational, and collective realms,
reflecting a comprehensive approach to maintaining her mental and emotional health. Personally,
Selena’s well-being is deeply connected to her awareness of her mental health and the proactive
steps she takes to address it. She recognized the physical manifestations of her mental health
struggles, such as fatigue and lack of motivation, which prompted her to seek help. Selena also
found stability and comfort in routines, which help her manage anxiety, especially during
unpredictable times. She further explained, “I am a very scheduled person. I love routines. …
incorporating that into my … day-to-day, and obviously, like, my therapist helped me try to
incorporate that into my routines.”
Selena’s relational well-being is influenced by her close connections with her siblings,
who share their own mental health journeys, providing mutual support. She elaborated, “I think
definitely with my siblings, I felt, like, connected to them because … they were very validating
and understanding, even if a lot of times my parents weren’t.” Her relationship with her parents,
particularly witnessing her father’s mental health struggles, has also shaped her understanding of
well-being. She shared,

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My dad. … During the pandemic, he was going through a really hard time. … He also,
like, ended up going to the ER for, like, mental health reasons. … I think that really
showed, like, my parents, like, that mental health is something that is very real.
Collectively, Selena drew well-being from her community, particularly through programs such
as EOPS and access to therapy at her community college, where she found culturally competent
providers. She mentioned,
I just decided to go through my school. … They have, like, a very diverse array of
providers. … I had a Latina therapist, so I think that really helped me because they
understood a lot of my life experiences and upbringing.
The consistency of weekly therapy sessions provided her with stability during a challenging
time. Her involvement with her friends also provides a sense of community, especially in
discussing and de-stigmatizing mental health. She elaborated, “With my friends, … I feel, like,
more confident in talking about [mental health]. … We also have talked about … how our
parents stigmatize it. … It also does build a community within my friends and talking about
mental health.” Selena’s well-being is supported by a balanced integration of personal self-care,
strong relationships with family and friends, and collective support through her community and
cultural connections.
Selena’s current well-being strategies focus on maintaining consistent self-care practices,
prioritizing mental health, and fostering open communication about therapy with her peers.
Selena continues to prioritize her mental health by attending weekly therapy sessions, which
serve as regular check-ins to ensure she stays on track. Selena intentionally schedules self-care
activities, particularly on weekends, to reset and recharge. Running, which she has enjoyed
throughout her life, remains a significant part of her routine. She shared, “My weekends. … I

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kind of have my schedule as kind of like a me day. … I’ve been a runner all my life, so that’s
what I like to do. … It’s a space for me to be within myself.” Selena encourages her friends to
seek therapy and helps them navigate the process, contributing to destigmatizing mental health
care within her social circle. Overall, Selena’s well-being strategies are centered on consistent
mental health care, structured self-care routines, and actively supporting and normalizing therapy
among her peers.
Consejos
Selena emphasized the significant impact of well-being on academic success, noting that
mental health struggles can deeply affect a student’s ability to perform academically. She
discussed how both she and her friends have faced challenges that led to dropping classes, which
in turn negatively affected their self-perception. Selena also critiqued the rigid policies at
educational institutions that make it difficult for students to prioritize their well-being during
personal crises. She shared an example of a friend who struggled to withdraw from a class due to
inflexible administrative requirements. She elaborated,
There are so many, like, policies in place that are very inflexible for students that are
going through, like, personal challenges. … There are so many systems and policies in
place that make it very hard. … At the same time kind of often invalidates what you are
experiencing. … It’s hard when you have to navigate another system, especially as a firstgeneration student, you’re like, what am I doing wrong? So many people send you off to
other office. Like, they just hand you off to another person.
Selena highlighted the need for more compassionate and flexible systems that recognize
the unpredictable nature of life and allow students to address their personal needs without facing
additional bureaucratic hurdles. When asked about the ideal college experience that encourages

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well-being, Selena emphasized integrating mental health practices into the daily routines of
students and ensuring cultural competency among providers. She appreciates professors who
incorporate well-being practices like meditation into their classes, recognizing the challenge of
fitting self-care into a busy college schedule. She shared, “One of my current professors does
that, which I really enjoy because, often, you’re just so crunched on time. … Having professors
incorporate, like, a meditation in their coursework to help transition or regulate is helpful.”
Selena also suggested bringing mental health providers directly into the classroom to help
students understand how to access services and start their journey toward self-care. She believes
that hearing from fellow students who have used these services would be particularly impactful.
She elaborated, “The most powerful thing is also, like, a panel of students that did use services,
… how they incorporate well-being … because it can look so different for different students.”
Selena highlighted cultural competency and representation in mental health services, noting that
students are more likely to seek help when they see providers who share their cultural
background. She homed in on this point by saying, “Cultural competency does play a big role. …
Representation does matter a lot because, … if you don’t have someone that looks like you,
students are going to be more hesitant to help themselves.”
When asked for advice for Latina students, Selena emphasized recognizing and valuing
their journey. She advised against comparing oneself to others, highlighting the resilience
required to navigate a world not designed for Latina students. Selena encouraged taking pride in
one’s existence, stating that simply being here is an act of resistance. She articulated, “Your own
journey is very unique. … you should be happy that you are here, existing in a world that was
not created to hold, Latina students. … Your existence in itself is resistance.”

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Summary
This chapter presented the findings and testimonios of the interviewees’ arrebatos and
well-being practices during their enrollment in a CCC. In addition, the findings provided a
comprehensive review of the testimonialistas’ well-being through three interconnected spheres
(personal, relational, and collective) and four analytical components: sites, signs, sources, and
strategies. The findings also highlighted the stages of conocimiento the testimonialistas
experienced as they navigated through their arrebatos. It is important to note that the most
common stages of conocimiento in the testimonios were el arrebato, nepantla, desconocimiento,
and the call. Other stages of conocimiento, such as new personal and collective stories, the blowup, and shifting realities, did not necessarily come up in their testimonios. I will reflect on this
more in the limitations section of Chapter Five.
While the eight testimonialistas highlight unique stories given their lived experiences,
common themes among them were family-related stress, financial instability and housing
insecurity, the impact of COVID-19, academic trauma, mental health struggles, and navigating
identity and cultural expectations. Table 4 presents the six themes derived from the first research
question.

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Table 4
Six Themes of the Testimonialistas’ Arrebatos
Common themes among testimonialistas’ arrebatos (personal and
academic traumas) %
Family-related stress 100% (n = 8)
Financial instability and housing insecurity 75% (n = 6)
The impact of COVID-19 50% (n = 4)
Academic trauma 100% (n = 8)
Mental health struggles 100% (n = 8)
Navigating identity and cultural expectations 63% (n = 5)
All testimonialistas experienced significant family-related stress. This stress was often
due to high expectations from their families, financial pressures, or having to balance family
responsibilities with their academic pursuits. For example, Itzel and Selena shared that their
responsibilities included translating for their parents, who are native Spanish speakers. Salma
also shared about her domestic violence experience and its ripple effects, while Natalia shared
the family conflicts that followed her parents’ divorce. Itzel and Mary disclosed dealing with
mixed family status challenges due to immigration and system-impacted dynamics within their
families that brought a great deal of family distress.
Additionally, six (75%) testimonialistas grappled with financial instability. Antonia,
Glenn, Mary, Natalia, Salma, and Selena discussed the financial struggles experienced within
their families, which led to housing insecurity and made it difficult to focus on their studies.
Mary, for example, was tasked with finding a new apartment for her family when their current
home was at risk due to a management company’s purchase. Another example is Salma’s choice
to separate from her partner after experiencing domestic violence and living with four of her

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children in a hotel while in college. Furthermore, the COVID-19 pandemic disrupted academic
progress for four (50%) testimonialistas. Antonia, Gaby, Glenn, and Selena elaborated on how
COVID led to social isolation and affected their online learning, leading to stress, anxiety, and
feeling overwhelmed.
All testimonialistas also shared instances of academic trauma where self-doubt, high
academic pressure, imposter syndrome, and othering were experienced. For example, Selena and
Itzel struggled with support from STEM faculty when they were struggling with their mental
health during COVID. Additionally, Antonia shared that her professor’s demand for precise
timestamped notes for in-text citations created a high-pressure environment. Glenn also shared
her admission to the CSU being unexpectedly rescinded and how this significant disruption
forced her to alter her 12-year academic trajectory and led to feelings of imposter syndrome and
uncertainty about her educational path that exists to this day. Related, Mary disclosed that high
academic pressure placed on herself culminated in a severe panic attack. Additionally, all
testimonialistas faced mental health challenges, including anxiety, depression, and trauma, often
exacerbated by their personal and academic circumstances. Lastly, Gaby, Itzel, Mary, Salma, and
Selena also struggled with navigating their cultural identities and the expectations that came with
being first-generation college students and/or Latinas in a predominantly White educational
system.
Common themes among the testimonialistas’ well-being strategies to combat the
arrebatos faced while being students in a CCC included seeking relational support, utilizing
college campus resources, engaging in personal self-care practices, drawing strength from
cultural identity, and seeking therapy and counseling. Table 5 represents the themes from
Research Question 2.

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Table 5
Five Themes of the Testimonialistas’ Well-Being Practices
Themes in testimonialistas well-being strategies to combat arrebatos %
Seeking relational support (family or peers) 100% (n = 8)
Utilizing college campus resources 100% (n = 8)
Engaging in personal self-care practices (internal and external practices) 100% (n = 8)
Drawing strength from cultural identity 75% (n = 6)
Seeking therapy and counseling 100% (n = 8)
All testimonialistas frequently relied on relational support from family members,
mentors, friends, or college staff to manage their stress and challenges. These relationships
provided emotional support and practical advice. Additionally, all used institutional resources
like EOPS, CalWORKs, personal counseling, financial aid, health centers, and food pantries to
manage their academic and personal well-being. All testimonialistas developed personal selfcare routines, such as practicing mindfulness, engaging in hobbies, or maintaining a structured
schedule, to maintain their mental and emotional well-being. Furthermore, six often found
strength and resilience in their cultural identities, using their cultural background as a source of
pride and empowerment. Lastly, all sought therapy or counseling as a strategy for managing their
mental health and well-being.
In conclusion, these findings highlight the need for supportive personal and institutional
networks to help Latina students navigate the arrebatos they encounter at community colleges.
The emphasis on relational support, cultural identity, and institutional resources illustrates these
students’ multifaceted approach to combat challenges and sustain their personal, relational, and
collective well-being. Chapter Five will conclude with the themes that emerged from the findings
and include implications for policy, practice, limitations, and suggestions for future research.

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Chapter Five: Discussion
This study sought to understand Latina students’ well-being experiences amid personal
and academic stressors during their enrollment in CCCs. Employing Anzaldúa’s (2002, 2015)
theory of conocimiento and Prilleltensky’s (2003, 2005) psychopolitical well-being theory as
theoretical frameworks, this study used a qualitative research design. It utilized testimonios as a
critical methodological tool for this study because they recognize the power of a collective voice
to disrupt racialized structures and stir in the direction of wellness and racial justice in higher
education. This study highlighted the testimonios and collective findings from the screening and
demographic questionnaire, along with the semi-structured one-on-one interviews, highlighting
the interviewees’ arrebatos and well-being practices. Testimonios, instead of more traditional
interviews or narrative inquiry, transform the private into a political stance intended to foster
greater social consciousness and change (Latina Feminist Group, 2001). Furthermore, in Chicana
and Chicano education research, testimonio is situated in the liberationist pedagogy presented by
Paulo Freire (1970) in that testimonio “advocates writing as a means of liberation—dialogically
informing a narrative that is first spoken and then used to make literacy meaningful as a dynamic
entry to conscientization and liberation from oppression” (Reyes & Curry Rodríguez, 2012, p.
525).
Anzaldúa’s (2002, 2015) theory of conocimiento, through seven stages, describes a nonlinear transformative process of gaining awareness and understanding. These stages illustrate a
dynamic and cyclical process of personal and collective growth, emphasizing that transformation
and understanding are ongoing and multifaceted. They provided direction in crafting the first
research question and analysis of its findings. I used Prilleltensky’s model for analyzing wellbeing factors to uncover linkages between personal, relational, and collective well-being. The

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well-being tenets emphasize the importance that an individual’s well-being is determined
through the three interconnected spheres (personal, relational, and collective) and consisting of
four areas of analysis (sites, signs, sources, and strategies) both influence the construction of the
second research question and analysis of its findings. As such, this study addressed the following
two research questions:
1. What are the arrebatos (academic and non-academic challenges, stressors, trauma, life
transitions, and loss of foundation) experienced by Latina students in their academic
journey while enrolled in CCCs?
2. What are the well-being perceptions, experiences, and practices Latina students
employ to combat the arrebatos experienced while enrolled in CCCs?
This chapter serves as the culmination of the study. It first discusses the findings obtained
from the testimonialistas. The findings and analysis of the emerging themes drawn from the
testimonios are linked to literature, and implications are presented through the discussion. The
chapter then addresses the study’s limitations and concludes with recommendations for policy,
practice, and further research.
Discussion and Implications
This study utilized Anzaldúa’s (2002, 2015) stages of conocimiento to answer the first
research question and Prilleltensky’s (2003, 2005) well-being theory centering an individual’s
aggregated well-being in three main realms—personal, relational, and collective well-being—to
answer the second research question. In this discussion, I will present the four overarching
themes that came from the findings connected to both research questions related to the
testimonialistas’ arrebatos and well-being practices, which are further divided into sub-themes in
Table 6.

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Table 6
Four Overarching Themes Connected to Both Research Questions Related to Testimonialistas’
Arrebatos and Well-Being Practices
Themes related to arrebatos Subthemes
Family-related stress Navigating identity and cultural expectations
Financial instability Housing insecurity
Academic trauma Mental health struggles
The impact of COVID-19
Themes related to well-being Subthemes
Personal, relational, and collective practices Engaging in personal self-care practices
Drawing strength from cultural identity
Seeking therapy and counseling
Seeking relational support
Utilizing college campus resources
Theme 1: Family-Related Stress and Navigating Identity and Cultural Expectations
The testimonialistas revealed a recurring theme of family-related stress as a significant
arrebato affecting their academic journeys. Familial expectations, obligations, and the pressure to
fulfill traditional gender roles often intersect with their educational pursuits, creating a
challenging environment (Delgado Bernal et al., 2006). These students frequently face the dual
burden of excelling academically while simultaneously upholding their responsibilities at home,
leading to high levels of stress and anxiety (Delgado Bernal et al., 2006). The testimonialistas
illustrated how this family-related stress manifests in their lives, influencing their well-being and
academic performance.
The testimonialistas consistently highlighted the stress associated with balancing their
roles as mothers, daughters, sisters, and students. For instance, Selena shared how her family’s

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financial struggles forced her to take on additional responsibilities at home, limiting the time she
could devote to her studies. This added pressure affected her academic performance and mental
health, as she constantly felt torn between her obligations to her family and her desire to succeed
in college. Similarly, Itzel described the emotional toll of trying to meet her family’s
expectations while navigating college demands. The expectation to contribute to household
duties and care for younger siblings was a source of significant stress, leaving her little time to
focus on her needs and academic work. These narratives underscore the pervasive impact of
family-related stress on the participants’ educational and personal lives, highlighting the need for
support systems that recognize and address these challenges.
The literature supports the finding of family-related stress as a significant factor in the
testimonialistas’ academic experiences. According to the reviewed literature, Latinas often face
heightened stress levels due to the interplay of educational demands and family obligations
(A. L. Rodríguez et al., 2000). The challenges of first-generation college students’ navigating
familial expectations are well-documented, with studies showing that these responsibilities can
harm their well-being and educational attainment (Gloria & Castellanos, 2012). The literature
aligns with the testimonialistas’ narratives, confirming that family-related stress is a critical issue
in their higher education. This study’s findings are consistent with prior research and emphasize
the ongoing relevance of these challenges in the context of CCCs. This suggests that while these
stressors are well-recognized in the academic discourse, there is still a need for more targeted
interventions and support mechanisms at educational institutions to help these students manage
their dual roles effectively.
The struggle of navigating identity and cultural expectations is a prominent theme in the
testimonios of five testimonialistas: Gaby, Itzel, Mary, Salma, and Selena. These

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testimonialistas, making up 63% of the study, reflected on the significant challenges they faced
as first-generation college students or Latinas in a predominantly White educational system. The
testimonialistas highlight the complex negotiation between their cultural identities and the
expectations imposed by both their families and the academic institutions they attended.
For example, Gaby’s narrative reveals the tension she felt as she attempted to balance her
cultural heritage with the demands of academic life. She described living in a state of “inbetweenness,” torn between her family’s traditional expectations and her personal academic
aspirations. Gaby shared,
There is a lot of pressure to do things that maybe my parents didn’t get to do. So, it’s like,
okay, you were born here. You have opportunities, and you’re going to be a spoiled little
brat and not do anything? I don’t think that’s not going to happen here.
This dual pressure led Gaby to experience both motivation and stress, illustrating the dual nature
of cultural influences. Similarly, Itzel’s story exemplifies the challenges of navigating familial
obligations while pursuing higher education. As the eldest child in a family with strong cultural
ties, Itzel took on significant responsibilities at home, often acting as a second mother to her
younger brother. She described the struggle of balancing her academic responsibilities with these
familial expectations, noting that this dual role often took a toll on her academic performance
and self-confidence. Mary also experienced a complex relationship with her cultural identity.
Initially, she did not fully engage with her Latina identity in community college. However, as she
became more involved in academic and extracurricular activities, Mary began to recognize the
importance of integrating her cultural identity into her academic life. This realization marked a
turning point in her journey, leading her to embrace all aspects of her identity as a firstgeneration student and a social justice advocate.

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The literature aligns with and expands upon these findings. The challenges Latina
students face, as highlighted by Hazari et al. (2013), Gloria and Castellanos (2012), and others,
are deeply rooted in the intersection of cultural expectations and academic aspirations. These
students often find it difficult to view themselves as potential candidates for careers in science
and mathematics due to pervasive stereotypes and a lack of representation. This difficulty is
compounded by the broader societal challenges of managing racism, sexism, and classism, as
Delgado Bernal et al. (2006) noted. These students are simultaneously negotiating patriarchy and
sexism within their families while confronting marginalization in educational settings. Moreover,
the concept of gendered familism, as Ovink (2014) and S. Rodríguez et al. (2021) discussed,
further complicates the experience of Latina students. This research emphasizes that they, unlike
their male counterparts, often face greater conflict between their academic goals and family
expectations. The good daughter dilemma that Espinoza (2010) described resonates strongly with
the testimonialistas’ experiences, as cultural obligations conflict with the demands of their
academic careers.
In conclusion, the finding of navigating identity and cultural expectations supports prior
literature and provides a more nuanced understanding of the specific challenges Latina students
face in CCCs. The testimonios shared underscore the importance of culturally responsive support
systems that can help students navigate these dual pressures.
Theme 2: Financial Instability and Housing Insecurity
The theme of financial instability and housing insecurity is significant in the participants’
narratives. Six testimonialistas (75%) reported experiencing financial instability, which led to
housing insecurity in many cases. This challenge profoundly impacted their ability to focus on
academic pursuits, revealing the intersection of economic pressures and educational experiences.

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Testimonialistas such as Antonia, Glenn, Mary, Natalia, Salma, and Selena shared personal
stories that highlight the financial struggles they faced within their families. These struggles
often resulted in housing instability, further compounding the stress and anxiety that these
students had to manage alongside their academic responsibilities.
For instance, Mary was burdened with the responsibility of finding a new apartment for
her family. Mary faced significant challenges in qualifying for housing despite not being
employed. This situation placed pressure on her and distracted her from her studies, illustrating
the damage that financial instability can do to a student’s academic performance. Similarly,
Salma’s experience of separating from her partner due to domestic violence led her to live with
four of her children in hotels while attending college. This precarious living situation added a
layer of stress, making it difficult for her to maintain focus on her education.
The interviewees’ experiences of financial instability and housing insecurity align with
the literature on Latinx students’ challenges in higher education. A. L. Rodríguez et al. (2000)
discussed the significant stress factors that Latina students encounter during college, including
financial constraints, social and familial obligations, and institutional marginalization. These
factors are exacerbated by the socioeconomic disparities that are prevalent in the Latinx
community, which historically have led to segregated schools, poorly financed school districts,
high drop-out rates, and inadequate college preparation. The literature also indicates that Latinas
experience considerable stress related to the lack of financial resources, debt from loans,
insufficient income for bills, and uncertainty regarding financial aid, all of which were reflected
in the testimonialistas’ narratives. Moreover, the literature highlights the incongruence between
educational aspirations and parental expectations, particularly for first-generation college
students (A. L. Rodríguez et al., 2000). This conflict is evident in the narratives of the

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testimonialistas who, in addition to managing their academic responsibilities, also had to
navigate the pressures of meeting family expectations and securing stable housing. The finding
of financial instability and housing insecurity underscores the need for more supportive measures
in the CCC system to address these challenges. Ensuring that students have access to financial
resources and stable housing is essential for their academic success and overall well-being, as
both the participant narratives and the literature suggested.
In conclusion, experiences of financial instability and housing insecurity are consistent
with research on the stressors this population faces in higher education. The narratives provide a
poignant reminder of the ongoing challenges that Latina students face, emphasizing the need for
targeted interventions to support their academic journeys. The literature supports the finding,
indicating that these issues are not isolated incidents and reflect broader systemic challenges that
require comprehensive solutions.
Theme 3: Academic Trauma
Testimonialistas revealed a pervasive experience of academic trauma characterized by
self-doubt, high academic pressure, imposter syndrome, and feelings of othering. Each
participant shared poignant examples of these experiences, underscoring the depth and impact of
academic trauma on Latina students in CCCs. For example, Selena and Itzel both highlighted the
lack of support from STEM faculty when they were struggling with their mental health during
the COVID-19 pandemic. This lack of empathy and support from their faculty/instructors
exacerbated their feelings of isolation and self-doubt, contributing to a sense of othering within
the academic environment. Antonia shared a particularly stressful encounter with a professor
who demanded precise timestamped notes for in-text citations, creating an environment of
extreme academic pressure. Glenn described that the rescinding of her admission to a CSU

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disrupted her 12-year academic trajectory and plunged her into feelings of imposter syndrome
and enduring uncertainty about her educational path. Similarly, Mary disclosed that the intense
academic pressure she placed on herself culminated in a severe panic attack, a clear
manifestation of the toll that academic trauma can take on mental health.
The testimonialistas’ experiences reflect and expand upon the literature on academic
trauma and the stressors Latina students face. For instance, A. L. Rodríguez et al. (2000)
discussed how Latinas often experience stress related to insecurities about their academic
preparation, negative perspectives from educators, and hostile college environments. This aligns
closely with the narratives of Selena and Itzel, who felt unsupported by their STEM faculty,
further isolating them during a time of heightened stress. The high academic pressure and
imposter syndrome that Antonia, Glenn, and Mary described resonate with the broader
challenges identified in the literature, where students are often caught between high expectations
and a lack of institutional support, leading to significant mental health challenges.
Moreover, the experience of academic trauma, as Ginwright (2016) discussed, situates
these individual experiences within a broader context of structural oppression in education.
Ginwright posited that academic trauma arises from oppressive educational practices, including
discrimination, marginalization, and lack of support, all of which were evident in the
participants’ testimonios. This trauma is not merely a series of isolated incidents; it is a pervasive
pattern that affects well-being and academic persistence. The lack of support testimonialistas
described further amplifies the sense of othering and disconnection, which can lead to long-term
harm to their mental and emotional well-being.
The literature also highlights the need for belonging and cultural affirmation for Latina
students, as Gonzales et al. (2015) and Strayhorn (2018) described. The testimonialistas’

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experiences of academic trauma directly undermine these factors, further complicating their
ability to thrive in an academic environment. The literature suggests that overcoming these
challenges requires institutions to adopt culturally responsive practices and foster positive,
affirming interactions with staff and faculty. However, the narratives indicate that such support is
often lacking, leaving students to navigate these challenges largely on their own.
This study’s findings confirm prior literature’s portrayal of the systemic challenges
Latina students face and extend the understanding of academic trauma by providing concrete
examples from testimonialistas’ lives. The testimonios emphasize the need for educational
institutions to address the root causes of academic trauma and to implement supportive measures
that acknowledge and mitigate stressors.
Mental Health Struggles
The testimonios highlight significant mental health struggles as a recurring arrebato
theme. Academic pressures, familial responsibilities, financial stress, and the ongoing impact of
the COVID-19 pandemic exacerbate these struggles. For instance, Selena’s experience
underscores the effect of the pandemic on her mental well-being, leading to severe depression
and anxiety, which in turn adversely affected her academic performance and overall sense of
capability in achieving her educational goals. All testimonialistas faced mental health challenges,
including anxiety, depression, and trauma, often exacerbated by their personal and academic
circumstances.
Testimonialistas, such as Selena, provide vivid accounts of the challenges they face,
revealing how their mental health is intricately tied to their academic and personal lives. Selena
described the cascading impact of her mental health decline, where the isolation imposed by the
pandemic, compounded by her parents’ job losses, led to a severe deterioration in her mental

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health. This struggle was further exacerbated by the lack of understanding from her professors
and the rigid academic policies, which made it difficult for her to seek accommodations, such as
excused withdrawals or incomplete grades. Salma’s narrative also included mental health
challenges. She highlighted the role of community and institutional support in mitigating these
struggles, emphasizing culturally competent mental health services. Salma’s reliance on her
community, professors, and therapy sessions underscores the need for more accessible and
inclusive mental health resources in the community college system.
These participant narratives are consistent with prior research documenting the
significant mental health challenges that college students from marginalized backgrounds face.
According to the Centers for Disease Control and Prevention (2023), many students report a
worsening of their mental health after entering college. The spring 2022 National College Health
Assessment by the ACHA further supports this, indicating that approximately 77% of students
experience moderate to serious psychological distress, with anxiety and depression being the
most commonly diagnosed conditions.
The participants’ experiences align with these findings, highlighting the additional
burden of cultural, financial, and academic pressures. The literature also points out that students
of color, including Latinx students, are less likely to access mental health services, exacerbating
their struggles. However, all testimonialistas sought out therapy. It is telling that they preferred
CCCs’ mental health services because they were more accessible. They described difficulties
finding a Latina therapist who could understand the cultural nuances. This study’s findings
suggest that while these challenges are widespread, they are acute among students who must
navigate the intersection of academic pressures, cultural expectations, and mental health

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challenges. These insights reinforce the necessity for CCCs to enhance their mental health
support systems, ensuring they are culturally responsive and easily accessible.
The Impact of COVID-19
The COVID-19 pandemic harmed the academic and mental well-being of Latina students
in CCCs. Four (50%) testimonialistas stated that the COVID-19 pandemic disrupted their
academic progress. Antonia, Gaby, Glenn, and Selena elaborated on how the pandemic-related
social isolation and online learning led to stress, anxiety, and a feeling of being overwhelmed.
Their testimonios reveal how the sudden shift to online learning and the ensuing social isolation
disrupted their academic progress and exacerbated feelings of stress, anxiety, and being
overwhelmed. testimonialistas, such as Selena and Gaby, describe the pandemic as a significant
arrebato, a disruptive force that hindered their academic routines and heightened their internal
conflicts and mental health challenges.
The participants’ testimonios illustrate the deep challenges they faced as a result of the
COVID-19 pandemic. For instance, Selena shared that the pandemic-induced shift to online
learning led to her being diagnosed with severe depression and anxiety. The lack of social
interaction and the isolation imposed by the pandemic severely impacted her mental health,
leading her to withdraw from classes and struggle with maintaining her academic standing. The
financial stress caused by her parents losing their jobs during the pandemic further compounded
her challenges, creating a vicious cycle that made it increasingly difficult for her to achieve her
academic goals. Selena’s experience underscores the multifaceted impact of the pandemic, where
academic, financial, and mental health challenges intersected to create an overwhelming burden.
Gaby’s testimonio similarly reflects the compounded stress of meeting familial expectations
while navigating the upheaval caused by the pandemic. The sudden shift to online learning

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disrupted her academic routine. The expectation to attend live online classes in a crowded
household made it difficult to focus, further exacerbating her stress. Additionally, she
encountered punitive reactions during quizzes, which she experienced as academic trauma.
Despite some support from flexible instructors, Gaby felt that the broader lack of understanding
of the pandemic’s impact added to her challenges. Her experience highlights the need for greater
empathy and flexibility in academic settings during such unprecedented times.
The findings from the testimonialistas resonate with the literature on the mental health
challenges students faced during the pandemic. According to the ACHA (2022), approximately
77% of college students reported experiencing moderate to serious psychological distress during
the pandemic, with anxiety and depression being the most common diagnoses. This statistic is
reflected in the participants’ experience of increased stress and anxiety levels due to the
pressures of online learning and social isolation. Moreover, the literature highlights that students
of color, particularly those from low-income backgrounds, were disproportionately affected by
the pandemic’s impact on education. This is consistent with the testimonialistas’ narratives, as
they often had to balance academic responsibilities with family obligations, further exacerbating
their stress and anxiety. The pandemic, therefore, served to magnify disparities in educational
access and mental health support for Latina community college students.
While there is ample research on the general mental health impacts of the pandemic on
college students, the literature on the specific impact of COVID-19 on Latina students in CCCs
is limited. This lack of targeted research underscores the need for further studies to explore the
long-term effects of the pandemic on this demographic, with a focus on developing culturally
responsive mental health and academic support strategies.

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In conclusion, the interviewees’ testimonios highlight the harm the COVID-19 pandemic
caused to their academic and mental well-being. These findings are largely consistent with the
literature on the pandemic’s effects on student mental health and point to the need for more
focused research on Latina students’ experiences in community colleges during and after the
pandemic. This research informs the development of policies and practices that support these
students’ well-being and academic success in the post-pandemic era.
Theme 4: Personal, Relational, and Collective Well-Being Practices
The testimonialistas underscore the importance of well-being practices across personal,
relational, and collective spheres, resonating with Prilleltensky’s (2003, 2005) theory of
psychopolitical well-being. All testimonialistas consistently highlighted how they engaged in
practices that nurtured their individual well-being (personal), fostered supportive relationships
(relational), and contributed to their communities (collective). These practices were not isolated;
rather, they were interconnected and key in helping the testimonialistas navigate academic
challenges.
Engaging in Personal Self-Care Practices
In the participant’s testimonios, self-care practices are evident as a method to cope with
stress, trauma, and academic challenges. Each participant described different strategies to
maintain their well-being, ranging from activities that promote mental and emotional health to
those that ensure physical well-being, such as engaging in activities like exercise and meditation
or setting aside personal time to maintain their well-being.
For instance, Mary emphasized sleep and physical activity, such as hiking, as
fundamental to her ability to manage the pressures of school and family responsibilities. Selena
described her weekend self-care routines as “me days,” where she would engage in activities like

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running, which she has enjoyed throughout her life, to reset and recharge. Similarly, Mary
emphasized scheduling breaks for naps and participating in outdoor activities like hiking to
manage stress and maintain a sense of balance in her life.
This finding aligns with Prilleltensky’s (2005) personal well-being dimension, which
emphasizes individual self-care practices in maintaining psychological health. The participants’
use of yoga as a self-care practice reflects an intentional strategy to enhance their mental wellbeing amid academic pressures. The literature also supports this finding, indicating that Latina
students require personal well-being to navigate their academic journeys. The literature further
notes the significance of personal well-being practices, noting that these students develop
strategies such as self-care to mitigate the stressors they face in academia (Gloria & Castellanos,
2012). Lastly, work on student thriving by Schreiner (2010) aligns closely with these findings,
emphasizing that academic success should be viewed holistically, including healthy
relationships, a sense of community, and proactive coping strategies. The narratives from the
testimonialistas reflect this broader definition of success, where self-care is not merely about
managing stress but also about building a supportive environment that fosters psychological
well-being and community connections. Schreiner’s work supports the idea that when students
engage in comprehensive self-care practices, they perform better academically and develop a
stronger sense of belonging and well-being that contributes to their persistence and overall
college experience.
Drawing Strength From Cultural Identity
The finding of “drawing strength from cultural identity” is a significant theme that
emerged, with six testimonialistas (75%) frequently citing their cultural backgrounds as a source
of pride, resilience, and empowerment. Testimonialistas frequently drew on their cultural identity

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as a source of strength and resilience, reinforcing that la cultura cura (the culture cures). This is
evident in their references to cultural practices, family traditions, and the importance of their
heritage.
For example, Antonia described how much her Mexican and Latina culture shaped her
well-being, especially its emphasis on what it means to be a chingona. She shared, “Strong
women that go through a lot of struggles and a lot of challenges, and, like, yes, they may cry, but
they are chillonas y chingonas.” Glenn’s engagement with the HACU conference provided
opportunities to witness the interplay of her culture and Latinas in professional roles which
further fueled her commitment to education and provided confidence in engaging in networking
relationships. Mary shared examples of how reconnecting with her cultural roots during times of
academic pressure helped her regain focus and motivation. These practices, such as body
shaking, seeking nature spaces and water sources, and barefoot grounding taught to her by her
mother, stem from cultural indigenous practices and curanderismo.
This finding aligns with Prilleltensky’s (2005) theory, specifically within the collective
well-being dimension, where cultural identity fosters a sense of belonging and community. The
testimonialistas reliance on their cultural heritage as a source of strength reflects the collective
well-being that Prilleltensky emphasized. The literature also supports this finding by noting that
embracing cultural identity is a resource for healing and resilience in higher education
(Ginwright, 2016). Furthermore, the literature by Gloria et al. (2009) and Gloria and Castellanos
(2012) supports this finding by highlighting that cultural congruity is a significant predictor of
well-being. The alignment between students’ cultural identity and their educational environment
fosters a sense of belonging and validation, which enhances well-being and academic
persistence. The testimonialistas’ narratives echo these findings, as they illustrate how cultural

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identity serves as a protective factor, helping students navigate the complexities of being firstgeneration college students while maintaining their cultural values.
Lastly, embracing cultural identity as a form of collective well-being helps Latina
students thrive in educational environments (Rendón, 2009). The use of culturally relevant
practices, such as those Mary learned from her mother, ties into the concept of sentipensante
pedagogy that Rendón (2009) proposed, which advocates for holistic education that incorporates
cultural and emotional wisdom alongside academic learning. This approach further validates
testimonialista’s narratives, where cultural identity and community play significant roles in their
well-being.
Seeking Therapy and Counseling
The finding of seeking therapy and counseling is significant and emerged across all
participants’ testimonios. All emphasized seeking therapy or counseling as a strategy for
managing their mental health and well-being. This approach helped them to cope with academic
and personal challenges and navigate emotional landscapes shaped by their experiences.
All testimonialistas highlighted the role of therapy and counseling in their efforts to
maintain mental health and academic success. For example, Itzel shared how therapy provided
her with a space to unpack the overwhelming pressure she felt as a first-generation college
student, helping her manage the anxiety that often threatened to derail her studies. Glenn also
shared how therapy fostered her self-care journey, particularly in helping her prioritize herself
amid academic and personal pressures. Despite initial struggles with self-care, therapy provided
her with the tools to shift her perspective, emphasizing self-forgiveness and time management.
Similarly, Selena’s consistent attendance at therapy sessions, especially with a culturally
competent provider, helped her maintain her mental health. This therapeutic support was

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instrumental in her ability to manage anxiety and depression, particularly during the isolating
conditions of the COVID-19 pandemic.
The testimonios reveal that therapy was a critical tool for survival and resilience in the
face of academic and personal challenges. This finding is strongly supported by Prilleltensky’s
(2003, 2005) relational well-being dimension, which emphasizes supportive relationships,
including professional therapeutic relationships, in maintaining overall well-being. The literature
also acknowledges the need for accessible mental health services and highlights disparities in
mental health care access for students of color (Lipson et al., 2022). This finding also aligns
closely with the broader literature on the importance of mental health support for college
students from marginalized backgrounds. According to the literature, mental health challenges
are prevalent among college students, with significant disparities affecting students of color. The
environmental scan of CCCs indicates that while mental health services are widely advertised,
there is a notable lack of culturally responsive services. This gap is critical, as the literature
suggests that addressing Latina students’ mental health needs requires culturally responsive
therapy, as this population may face stressors specific to their cultural identities (CCC Health &
Wellness, 2022).
Additionally, the literature highlights the increasing prevalence of mental health issues
such as anxiety and depression among college students, with students of color being less likely to
access therapy despite higher rates of psychological distress (The Healthy Minds Network,
2022). This disparity underscores the significance of the testimonialistas’ choice to seek therapy
despite potential barriers. Their testimonios reinforce the need for community colleges to provide
mental health services that are accessible, culturally relevant, and responsive to students’ needs.

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Seeking Relational Support
All testimonialistas frequently turned to family members, mentors, friends, or college
staff, drawing on these relationships for emotional sustenance and practical advice. This
consistent reliance underscores the importance of relational well-being in mitigating the adverse
effects of the stressors that Latina CCC students face.
For instance, Itzel stated that her family enabled her academic persistence, providing
encouragement and understanding, especially when she faced self-doubt and academic pressures.
Similarly, Natalia emphasized the significance of a mentor who guided her through challenging
academic decisions and offered emotional support during periods of high stress. Salma’s
narrative highlighted the role of friends who shared similar academic goals and life experiences,
creating a sense of camaraderie and mutual understanding. These narratives exemplify how
relational well-being, fostered through supportive relationships, mitigates academic and nonacademic challenges.
Prilleltensky’s (2003, 2005) theory emphasizes relational well-being, which is reflected
in the participant testimonios. The relational support that testimonialistas described is crucial for
their emotional and psychological stability, enabling them to manage the stressors of college life.
This finding also aligns with and extends the literature on the role of support systems in the wellbeing of Latina/o students. Gloria and Castellanos (2012) observed that while family support is
essential, support from friends is often more protective against psychological distress. This is
substantiated by N. Rodríguez et al. (2003), who found that support from friends contributed
slightly more to positive well-being than perceived support from family. The testimonialistas’
narratives resonate with these findings, particularly in how Salma highlighted her friendships,
which offered a unique form of support not fully replicated by family. However, the testimonios

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also reinforce the significance of family support, particularly in providing a foundational sense of
well-being and encouragement. This duality is consistent with Ceballo (2004), who noted that
parental or familial commitment is a significant factor in academic success for first-generation
Latina/o students. Itzel’s experience of drawing strength from her family’s encouragement
illustrates this point, suggesting that while peer support may be vital for day-to-day
psychological resilience, family support remains integral to a broader sense of well-being and
academic perseverance.
In summary, the testimonios presented in this study suggest that relational well-being is a
multifaceted construct deeply influenced by both family and peer relationships. These
relationships provide complementary forms of support, with family offering a stable emotional
foundation and peers providing context-specific guidance and camaraderie. This finding both
aligns with and nuances the literature, underscoring the complexity and significance of relational
well-being in the academic lives of Latina community college students.
Utilizing College Campus Resources
All testimonialistas utilized institutional resources such as EOPS, CalWORKs, personal
counseling, financial aid, health centers, and food pantries to manage their academic and
personal well-being. These resources provided key support that enabled them to navigate
academic and personal challenges.
Itzel, Natalia, and Selena illustrated how these resources were instrumental in their
success and well-being. Itzel, for instance, recounted that the EOPS program offered her
academic counseling that helped her stay on track despite the pressures she faced as a firstgeneration student. The personalized support she received was a lifeline that provided her with
the tools and confidence to succeed. Salma’s experience with CalWORKs highlighted this

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program as alleviating the financial strain of balancing her roles as a student and a parent. This
support helped her maintain her academic performance while managing her family
responsibilities. Antonia’s engagement with the food pantry underscores the significance of these
resources in maintaining her overall well-being. Mary’s use of campus mental health services
and the health center was essential in managing the anxiety and stress that often accompanied her
academic journey.
The literature supports the role of campus resources in fostering well-being and academic
success. Prilleltensky’s (2003, 2005) well-being theory emphasizes the interconnectedness of
personal, relational, and collective well-being. The collective well-being aspect of this theory is
particularly relevant here, as it highlights community and institutional support as enhancing
individual well-being. The utilization of campus resources directly contributes to collective wellbeing by ensuring that students have access to the tools and support systems to succeed in their
academic endeavors. Moreover, Rendón’s (2009) concept of sentipensante pedagogy, which
advocates for a culturally validating, deep learning experience that integrates intellectual, social,
emotional, and inner-life skill development, aligns with these students’ experiences. The
resources they accessed on campus provided practical support and a sense of belonging and
validation. This approach disrupts traditional, dualistic views of education by acknowledging and
valuing the diverse forms of knowledge and experiences that Latina students bring to the
academic environment. By employing such a holistic and inclusive approach, educators and
institutions can better support these students, ensuring their success and well-being in the
community college setting.
Finally, Prilleltensky and colleagues’ (Prilleltensky et al., 2023) research on the role of
fairness and mattering in well-being further underscores the importance of these campus

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resources. When students feel that they matter—that they are valued and their needs are
addressed through equitable access to resources—they are more likely to experience positive
well-being outcomes, including self-compassion, autonomy, and a stronger sense of belonging.
This sense of mattering is crucial in helping them overcome the challenges they face, leading to
enhanced academic persistence and success.
Limitations
Like all research studies, this one has limitations, which are the sample size, geographical
coverage, participant criteria, and the impact of COVID-19. The study focused on eight
testimonialistas. While methodologically, the testimonialistas provided valuable, critical, and indepth insights, their number presents limitations due to the small sample. Although this number
is appropriate for the scope of a doctoral study, it limits the ability to represent the full range of
Latina CCC students’ experiences. Additionally, despite the recruitment email and flyer being
distributed statewide, six testimonialistas attended community colleges in Southern California,
and two attended in Northern or Central California, which affects the findings’ generalizability.
Furthermore, the study concentrated on the interviewees’ experiences in community
colleges, even though many of them have since transferred to universities. The interview
questions focused solely on their time in community college, not their current experiences, which
is a limitation because the questions required testimonialistas to reflect on the past. In their
reflections, the most common stages of conocimiento identified from Anzaldúa’s (2002, 2015)
framework were el arrebato, nepantla, desconocimiento, and the call. Other stages, such as new
personal and collective stories, the blow-up, and shifting realities, were less prevalent in the
participants’ testimonios. If the questions had been framed in the present, it is my assumption
that some of the later stages of conocimiento might have emerged. Lastly, the study did not

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conduct a comparative analysis between the findings from the pre-COVID-19 and post-COVID19 periods, which could have identified significant impacts, differences, or similarities. In the
following sections, I will discuss recommendations for policy and practice, and potential
considerations for future research.
Recommendations
The recommendations for policy, practice, and future research emphasize the need for
systemic changes to support Latina CCC students. Policy recommendations include expanding
federal financial aid, consistently distributing emergency aid grants statewide, and strengthening
mental health services to be more accessible and culturally responsive. For practice, the
recommendations advocate rethinking online learning post-COVID to better support student
well-being, addressing bureaucratic barriers that hinder students during personal crises,
implementing supportive teaching practices to mitigate academic trauma, and increasing
partnerships to provide housing support. Future research should focus on longitudinal studies to
explore the evolution of conocimiento and well-being strategies, the specific effects of COVID19 on Latina community college students and the root cause and long-term impacts of academic
trauma. These recommendations aim to create a more supportive and equitable environment for
Latina students, addressing both their well-being and academic success. The following sections
will provide a detailed discussion of the policy, practice, and future research recommendations.
Recommendations for Policy
The following recommendations aim to address the systemic barriers that Latina students
face in higher education. By implementing targeted policy changes, institutions can better
support these students in overcoming financial, academic, and personal challenges.

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Expand Federal Financial Aid Packages to Alleviate Financial Distress
The first recommendation for policy is to increase the availability and amount of federal
financial aid to cover the full cost of education, including housing, textbooks, and other
expenses, which would alleviate financial distress. As several testimonialistas expressed,
financial burdens were a source of significant stress. Expanding aid would allow students to
focus more on their studies, enhancing their academic performance and well-being.
Consistent Emergency Aid Grants Availability for Students
A second recommendation is to implement a statewide policy that ensures the consistent
availability of emergency aid grants across all CCCs. This would provide immediate financial
relief for students facing unexpected crises, enabling them to continue their education without
the added stress of financial emergencies. This recommendation is supported by the
testimonialistas’ experiences of financial instability that often interrupted their education.
Strengthen Mental Health Support Services Across CCC Statewide
A third recommendation is to enhance mental health support services in CCCs by
increasing funding, hiring culturally competent Latina mental health counselors, and expanding
access to these services. Testimonialistas highlighted the need for accessible and culturally
responsive mental health services. Latina students face academic pressures, cultural expectations,
and personal challenges. Having mental health professionals who understand these issues and
share a similar lived experience fosters a sense of trust and connection, making students more
likely to seek help and engage with mental health services. Furthermore, Latina counselors can
serve as role models and mentors, offering culturally resonant guidance and support.
Strengthening these services statewide would help Latina students better navigate the academic
pressures, cultural expectations, and personal challenges.

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Increase Housing Support Partnerships
A fourth recommendation is for CCCs to develop partnerships with local communities to
provide housing support for students, alleviating the stress of finding and maintaining stable
housing. As reflected in many of the testimonialistas’ experiences, stable housing is critical to
academic success. For example, as a single mother, Salma utilized services from CalWORKS.
Institutions should take proactive steps to assist students in securing affordable housing, reducing
the burden on those already managing significant challenges.
Recommendations for Practice
To address the unique challenges faced by Latina students in community colleges, several
recommendations for practice have been identified. These recommendations aim to create more
supportive and inclusive educational environments that promote student well-being and
academic success.
Rethink Online Learning Post-COVID
Colleges and university leaders assume that the previous shift to online learning due to
COVID means these efforts can continue without truly assessing students’ success in the
different modalities. Often, the decision to offer more online class options is driven by money
and how much can be financially generated without thinking about how that impacts some
students over others. For example, online learning is better suited for students who have space,
stable internet, and a conducive learning environment at home. However, this is not the case for
all students. California community college administrators should critically evaluate the
continuation of online learning formats. While online learning offers flexibility, it also presents
significant challenges for students like Selena, who struggled with isolation and mental health
during this period. Campus leaders should ensure that online learning options are designed with

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student well-being in mind, providing support structures that mitigate the negative impacts of
remote learning.
Address Bureaucratic Barriers in Educational Institutions
Given the testimonialistas’ experiences around experiencing arrebatos, I further
recommend that CCCs revise rigid policies that make it difficult for students to prioritize their
well-being during personal crises. These bureaucratic processes surrounding financial aid and
academic requirements create more barriers for students than pathways for support.
Testimonialistas like Itzel and Selena faced significant challenges due to these rigid policies,
which exacerbated their stress. More flexible, student-centered policies would allow Latina
students to navigate their academic journeys with greater ease and less stress.
Implement Sentipensante Practices to Address Academic Trauma in and out of the Classroom
The state’s community college leaders should provide training for educators on
sentipensante practices (Rendón, 2009, 2023) that acknowledge and address Latina students’
stressors, particularly in STEM fields where Itzel struggled. Supportive and empathetic practices
could include offering additional resources, flexible deadlines, and understanding the personal
challenges students may face, which would help mitigate the effects of academic trauma.
Training in sentipensante (sensing/thinking) pedagogy, a teaching and learning approach
(Rendón, 2009, 2023) for all counseling faculty and non-counseling faculty would emphasize the
integration of intellect (thinking) and intuition/emotion (sensing) in the educational process. It
challenges the traditional academic focus on purely cognitive and rational ways of knowing,
advocating for a holistic approach that honors both the mind and the heart. This approach
advocates for a form of education that addresses the whole person: intellectually, emotionally,

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socially, and spiritually. It seeks to cultivate knowledge, skills, values, empathy, and a sense of
connectedness with others and the world.
Sentipensante pedagogy aligns with principles of social justice. It calls for culturally
responsive and inclusive teaching, recognizing and valuing all students’ diverse backgrounds and
experiences. Relationships are central to sentipensante pedagogy, which emphasizes critical
reflection in the learning process. Students and educators are encouraged to reflect on their
experiences, beliefs, and biases and consider how they influence their learning and teaching. Its
value on creativity encourages the use of various forms of expression—such as art, storytelling,
and dialogue—as valid ways of learning and knowing. Ultimately, recognition of the existence
of academic trauma can have an impact on counseling faculty and non-counseling faculty to
better support students in crisis and undergoing academic trauma. Educators who adopt
sentipensante pedagogy might incorporate practices such as mindfulness, storytelling,
community engagement, and collaborative learning activities that foster both intellectual and
emotional growth, which in turn can mitigate and proactively address academic trauma from
being perpetuated.
Implementation of Group Therapy and Counseling Support
For all testimonialistas, therapy provided her with a space to unpack the pressure of their
intersecting identities. Furthermore, Testimonialistas often leaned on their cultural identity as a
wellspring of strength and resilience, underscoring the belief that la cultura cura (the culture
heals). This is reflected in their mentions of drawing strength from their cultural identity, which
is deeply rooted in communal values, collective support, and shared experiences. By partnering
with culturally competent Latina therapists who are familiar with the specific needs and
experiences of Latina students, group sessions can focus on topics relevant to Latina students,

182
such as navigating academic pressures, managing family expectations, and coping with cultural
identity.
Group therapy or counseling support sessions can create a space where students can
connect with others who share similar backgrounds, challenges, and cultural experiences. These
sessions address individual mental health needs and reinforce the cultural practice of seeking and
offering support within a community context. Group therapy can allow Latina students to share
their stories and experiences with peers who understand their challenges. This collective sharing
can validate their feelings, reduce feelings of isolation, and promote a sense of belonging. These
sessions can be tailored to affirm and celebrate Latina cultural identity, which is a source of
strength and resilience. Group discussions can incorporate cultural practices, traditions, and
values, fostering a deeper connection to cultural roots. In a group setting, as such, students can
offer each other emotional support, practical advice, and encouragement. This peer-to-peer
interaction can empower students to navigate their challenges with greater confidence and
resilience. Building on the concept of relational well-being, group therapy reinforces the need for
relationships when managing stress and challenges. The connections formed in these sessions
can extend beyond the group, leading to long-lasting friendships and support networks.
Women Center Creation at the California Community College
Establishing a women’s center has the power to create a comprehensive support system
for women at CCC that addresses their diverse needs, ranging from childcare and housing
support to emotional and mental health services while fostering well-being through educational
workshops and resources. Latina students often juggle multiple roles as students, caregivers, and
providers. These responsibilities can create significant stress and barriers to academic success.

183
A women’s center at CCC would provide a centralized resource hub, offering holistic
Latina programming and support that empowers women to thrive both academically and
personally. Key components to a women’s center would include childcare services, housing
assistance, therapy and academic counseling services, career and financial planning, support
groups, and workshops on defining and practicing well-being on personal, relational, and
collective levels. By providing comprehensive support, the women’s center would help women
succeed academically, provide community building, and equip them with the tools and resources
needed for long-term personal and professional success. This investment in women’s well-being
would have ripple effects, benefiting families, communities, and the broader society.
Recommendations for Future Research
To deepen the understanding of Latina students’ experiences in community colleges and
beyond, future research should explore several critical areas. These studies can provide valuable
insights into the evolving challenges and strategies related to well-being, resilience, and
academic success for Latina students. Future research should focus on longitudinal studies to
explore the evolution of conocimiento and well-being strategies, the specific effects of COVID19 on Latina community college students and the root cause and long-term impacts of academic
trauma.
Longitudinal Studies
Conducting longitudinal studies that follow Latina students beyond their community
college experience to explore how conocimiento and well-being strategies evolve in later stages
of life. This research can offer insights into how Latina students continue to develop resilience
and well-being strategies, informing future interventions and support systems.

184
Research the Effects of COVID-19
Additionally, there is a need to investigate the impact of the pandemic, particularly on
mental health, online learning, and academic outcomes. Such research can provide a clearer
understanding of the challenges Latina students faced during and after the pandemic’s peak and
help develop culturally responsive and healing-informed support strategies.
Research on the Root Causes and Long-Term Impacts of Academic Trauma
Lastly, I recommend investigating the root cause and long term impacts of academic
trauma on Latina students’ educational and professional trajectories. This research can guide the
creation of healing interventions that support Latina students, better prepare and teach educators
and students alike, how to be vulnerable, cultivate empathy, and practice self-reflection,
essentially all of the stuff that makes us human.
In this next section, I introduce a new framework inspired by the testimonialistas in this
study. The Conocimiento Unlocks Resilience in Action (CURA) Framework (Figure 2) emerged
from this research study aimed at better understanding the arrebatos and well-being practices of
Latina students as a form of resistance to oppression, structural inequality, and white supremacy
norms (norms that do not reflect their lived realities or cultural values) within higher education.
As a counselor, I hear daily stories from Latina students that reflect both the deep pain caused by
these systemic injustices and their remarkable strength in navigating them. The testimonialistas
in this study shared their lived experiences of academic and personal trauma, cultural
marginalization, and systemic barriers, revealing the myriad ways they confront and resist these
oppressive forces. What emerged from the testimonios in this study was a profound realization
that Latina students were not just surviving these challenges; they were demonstrating
remarkable resilience and engaging in a powerful form of resistance through their own healing

185
processes. Their well-being practices, grounded in their cultural values, community ties, and
personal strengths, represented far more than a coping mechanism. They became acts of defiance
against a system that sought to diminish their identities and experiences. Inspired by these real
lived experiences, I sought to create a framework that brings their voices to light and
acknowledges the unique challenges they face.
Figure 2
Conocimiento Unlocks Resilience in Action (CURA): The Healing Journey Framework

186
To understand these experiences more deeply, I initially used two theoretical lenses:
Anzaldúa’s stages of conocimiento and Prilleltensky’s dimensions of well-being. Anzaldúa’s
(2002, 2015) theory of conocimiento provided a pathway to explore the nonlinear, transformative
process of self-awareness and identity formation, while Prilleltensky’s (2003, 2005) framework
of personal, relational, and collective well-being allowed me to examine how these students’
well-being is influenced by individual, social, and political contexts. Integrating these two
theories allowed me to create a culturally responsive approach that captures the full spectrum of
Latina students’ experiences in higher education.
The CURA framework represents a healing journey tailored specifically for Latina
students navigating academic, personal, and social challenges in community college settings.
This framework is designed to be both deeply personal and inherently communal, recognizing
that healing involves understanding oneself (conocimiento) and engaging with the world through
purposeful actions. In Figure 2, at the center of the diagram is a large circle labeled “CURA:
Healing Journey,” symbolizing the core focus on holistic healing for Latina students.
Surrounding this central circle are several smaller circles representing the different, nonlinear
stages of conocimiento. The three outer concentric circles depict the dimensions of well-being:
personal, relational, and collective. Arrows indicate the dynamic and interconnected nature of
these dimensions, illustrating how they support and influence each other throughout the healing
journey. This visual representation shows how Latina students’ healing involves continuous
interaction between internal self-awareness, relational support, and collective empowerment,
ultimately leading to growth, transformation, and resilience.
Within the context of CURA (Conocimiento Unlocks Resilience in Action),
conocimiento is the starting point and ongoing dance of the healing journey. It involves a deep,

187
transformative process of gaining self-awareness, understanding cultural identity, and developing
emotional and spiritual insight. This awareness helps students identify internal and external
barriers and guides them toward healing and growth. The journey then involves unlocking
hidden or suppressed potential, emotions, and strengths. Through conocimiento, Latina students
realize their capacity for resilience, their ability to withstand, recover, and even thrive amid
adversity. Resilience is the key quality unlocked through this journey, representing the inner
strength and adaptability that enables them to overcome obstacles such as academic trauma,
cultural marginalization, or personal loss. This healing journey focuses on action—the concrete
steps Latina students take to apply their newfound awareness and resilience. Actions might
include seeking support, advocating for themselves and others, engaging in self-care, building
community, or challenging systemic barriers. These actions reflect active agency and
empowerment, transforming trauma and adversity into opportunities for growth and well-being.
By framing this approach as CURA, I aim to provide a tool for institutions and their
agents to support and uplift Latina students’ well-being, acknowledging their deeply rooted
cultural values and lived experiences. The CURA framework illustrates that, while the realities
of oppression in higher education are undeniable, the human experience of resilience and healing
that Latina students embody is far more profound. By embracing CURA, Latina students in
community colleges can find strength in their unique journeys, celebrate their resilience, and take
meaningful actions that reflect their full potential to serve their communities and collective
healing. This framework ultimately recognizes that supporting Latina students means honoring
their humanity and resilience, fostering their healing, and amplifying their voices in the ongoing
struggle for equity and justice in education.

188
Conclusions
This study has provided an in-depth exploration of the well-being experiences of eight
CCC students, emphasizing the academic and non-academic challenges, or arrebatos, they
encountered. Through the lens of Anzaldúa’s (2002, 2015) theory of conocimiento and
Prilleltensky’s psychopolitical well-being theory, the research has illuminated how these students
navigate their personal and academic challenges and respond with personal, relational, and
collective strategies. The participants’ testimonios reveal the interplay among cultural identity,
familial expectations, and the institutional environment. The stages of conocimiento underscore
the non-linear, often tumultuous journey of self-awareness, resilience, and transformation that
these students undergo. Similarly, Prilleltensky’s model highlights the multifaceted nature of
well-being, encompassing personal, relational, and collective dimensions.
The findings emphasize the need for relational support, cultural identity, and institutional
resources in fostering well-being. Latina students often draw strength from their cultural roots
and community connections, even as they grapple with the pressures of academic achievement
and the realities of systemic inequities. However, the persistence of academic trauma,
exacerbated by structural challenges such as financial instability and lack of adequate support
systems, remains a significant barrier to their overall well-being. In synthesizing these insights, it
is clear that Latina community college students require a holistic support system that
acknowledges and addresses both their academic and personal needs. The study’s findings
advocate for policy and practice changes that promote inclusive, culturally responsive support
mechanisms. By doing so, community colleges can better help Latina students overcome
arrebatos and achieve academic success, personal well-being and ultimately a healing
experience. The conclusions drawn from this study contribute to the literature on Latina student

189
experiences and offer practical recommendations for educators, policymakers, and community
leaders. Future research should continue to explore the intersections of cultural identity,
academic trauma, and well-being to further understand how to best support Latina students’
educational journeys.
As I have reflected on what I have learned about myself through this research study
journey. I cannot help but state that it is all in the data, the testimonios. The stories shared by the
eighth testimonialistas, where I saw my own reflection. The journey we collectively face as
Latinas, navigating systems that were not built for us. I am grappling with the understanding of
what I can do better as an educator and leader to serve them. Moving from transactional to
transformative relationships and service. Ginwright (2022) stated, eliminating things that harm
us is not the same as creating things that heal us. I am still on this journey. I am a work in
progress, the findings of this study are only the beginning. This study has left a resounding
curiosity to create and imagine a world where well-being, healing and the beauty of being human
is at the center of it all.

190
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Appendix A: Email to California Community College Colleagues
Dear California community college colleagues and partners,
As you may already know, I am a doctoral student in the Educational Leadership
Program at the University of Southern California (USC). I’d like to ask for your help with
recruitment support. I am currently writing a dissertation titled Well-Being as Resistance:
Testimonios of Latina Students’ Arrebatos in California community colleges.
This qualitative research study will utilize testimonios to hear, learn from, and honor
Latina students’ voices. My personal goal for this study is to have it contribute to the body of
research and help inform policies and practices that can support Latina well-being and, in turn,
their academic success at the community college level.
I am looking for participants who meet all the following criteria:
• self-identify as Latina
• self-identify as female
• be 18 years of age or older
• completed a certificate program, associate degree, and/or transfer requirements at a
California community college (CCC) within the last 3 years (2020 to 2023)
• as a CCC student, experienced “arrebatos” (academic or non-academic challenges,
stress, trauma, and/or life transitions)
• as a CCC student, valued “taking care of myself” and engaged in practices to support
well-being (bienestar)

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Participation entails
● completing a screening questionnaire and demographic form (3–5 minutes):
https://bit.ly/latinastudentwellbeing
(https://usc.qualtrics.com/jfe/form/SV_el0l8ol3HbIipZs)
● A one-on-one interview via Zoom (60–90 minutes)
● $30 Amazon gift card upon completion of interview
Please forward my email, attached flyer
(https://drive.google.com/file/d/1K7aw82bOi5jljRi6ejiHK8BjAlwsuPCh/view?usp=sharing),
and my contact information listed below to any student/alumni in your networks you think may
be a good match (feel free to share with colleagues who can also share with their student
networks):
Thank you in advance for your assistance in recruiting students for this critical study!
Once you’ve shared with your networks, do you mind letting me know?
¡Gracias!
In Community,
Ingrid Sotelo
Doctoral Candidate, Educational Leadership Program
USC Rossier School of Education

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Appendix B: Recruitment Flyer
Appendix B: Recruitment Flyer

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Appendix C: Screening Questionnaire and Demographic Form
Hello Interested Participant,
My name is Ingrid Sotelo, and I am a doctoral student at USC in the Rossier School
of Education. Thank you for your interest in a qualitative research study on the personal
well-being experiences of Latina students at California community colleges (CCC). I would like
to learn more about your background, experience, and the well-being strategies that supported
your academic journey at CCCs. To gather this information, I kindly ask that you complete this
3–5 minute screening questionnaire and demographic form before we meet. Participation in this
study is voluntary, and you can choose to opt out at any moment. Please note that all information
gathered will remain confidential and anonymous. I want to thank you for your valuable time in
completing this screening questionnaire and for your interest in this critical study.
If you have questions about the research study or this process at any time, please feel free
to reach out.
In community,
Ingrid Sotelo, MEd
Doctoral Student, Educational Leadership Program
USC Rossier School of Education

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Email: _____________________ (fill in)
I consent to participate in this research study:
● I agree.
● I do not agree.
● I am not sure.
1. Do you self-identify as Latina?
● yes
● no
2. Do you self-identify as female?
● yes
● no
3. Are you at least 18 years of age or older?
● yes
● no
4. What is your preferred race/ethnicity identity? _____________________ (fill in)
5. Do you speak a language other than English?
● yes
● no
6. If you answered yes to question number 5, what language(s) do you speak?
_____________________ (fill in)

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7. Have you completed any of the following at a California community college (CCC)?
● certificate program
● associate degree (AA/AS/ADT)
● transfer requirements
8. What was your major or program of study as a community college student?
_____________________ (fill in)
9. Have you completed this program during the years of 2020–2023?
● yes
● no
10. What CCC campuses were you enrolled in? _____________________ (fill in)
11. How many community colleges did you attend during your time as a community
college student? _____________________ (fill in)
12. Can you share with me what were your years of attendance?
_____________________ (fill in)
13. In your own words, can you define what academic stress or trauma means to you?
_____________________ (fill in)
14. According to Ginwright (2016), academic trauma is emotional and mental distress
caused by factors such as intense academic pressure, bullying, challenging learning
environments, oppressive educational practices, and policies, including
discrimination, marginalization, neglect, and lack of support, that can lead to longterm harm for students’ mental and emotional well-being. Given this definition of
academic trauma, did you experience academic challenges, stress, or trauma while
you were a community college student?

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● yes
● no
15. Did you experience non-academic challenges, stress, trauma, and/or life transitions
while you were a community college student?
● yes
● no
16. In your own words, can you define what “taking care of myself” means to you?
_____________________ (fill in)
17. In your own words, can you define what well-being (bienestar) means to you?
_____________________ (fill in)
18. According to Prilleltensky (2003, 2005), well-being is multidimensional, defined as
experiences of pleasure and purpose over time in which personal, relational, and
collective needs are fulfilled. Well-being is a sustainable satisfaction of subjective
(how we feel) and objective (tangible) needs in six domains of life: interpersonal,
community, occupational, physical, psychological, and economic. Subjective needs
involve how we feel, self-acceptance, and self-worth, including social support, selfdetermination, and a sense of belonging. In contrast, objective needs involve tangible
resources such as economic resources, health care, and shelter, among others. Given
this definition of well-being, did you have an understanding of well-being while you
were a community college student?
● yes
● no

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19. Given this definition of well-being, did you participate in practices to take care of
yourself and your well-being while you were a community college student?
● yes
● no
20. Are you interested in participating in a 60–90 minute interview via Zoom?
● yes
● no
● I’m not sure yet.
21. Please provide your email address (if you are interested in participating in the interview).
_____________________ (fill in)

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Appendix D: Invitation to Interview Post-Screening Questionnaire
Dear Latina,
Thank you again for your interest in the research study I will be conducting, under the
supervision of Dr. Sheila Bañuelos at the USC Rossier School of Education, on the well-being
experiences of Latina students at California community colleges (CCC). Based on your
responses to the screening questionnaire, you meet the eligibility requirements for this study and
are formally invited to participate and schedule a 60–90 minute interview.
To schedule your interview date and time, please use the following link: << Insert Link
Here >>
Please let me know if the dates and times listed do not work. I am happy to accommodate
a date and time that works best for you. An information sheet about the study is attached for your
review.
I appreciate your time and interest!
With gratitude,
Ingrid Sotelo, M. Ed.
Doctoral Candidate, Educational Leadership Program
USC Rossier School of Education

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Appendix E: Information Study Sheet for Participant
My name is Ingrid Sotelo, and I am a doctoral student at the University of Southern
California (USC) in the Educational Leadership Program.
Under the supervision of Dr. Sheila Bañuelos, Assistant Professor of Clinical Education
at USC, I am conducting a research study that will utilize testimonios to hear, learn from, and
honor Latina students’ voices. This research study aims to learn about the perceptions,
experiences, and practices of well-being Latina students engage in to combat the arrebatos
(academic and non-academic challenges, stressors, trauma, and life transitions) experienced
while enrolled in California community colleges. The purpose of this study is to have your
experiences contribute to the body of research and help inform policies and practices that can
support Latina’s well-being and, in turn, their academic success at the community college level.
The name of this research study is “Well-Being as Resistance: Testimonios of Latina Students’
Arrebatos in California community colleges.” I am seeking your participation in this study.
Your participation is entirely voluntary, and I will address your questions or concerns at
any point before or during the study. There is no cost to you for taking part in this study.
You are invited as a possible participant because you meet the following criteria:
• self-identify as Latina
• self-identify as female
• be 18 years of age or older
• completed a certificate program, associate degree, and/or transfer requirements at a
California community college (CCC) within the last 3 years (2020 to 2023)
• as a CCC student, experienced “arrebatos” (academic or non-academic challenges,
stress, trauma, and/or life transitions)

214
• as a CCC student, valued “taking care of myself” and engaged in practices to support
well-being (bienestar)
If you decide to participate in this study, you will be asked to do the following activities:
● complete a screening questionnaire and demographic form for 3–5 minutes
● participate in a 1:1 interview over Zoom for 60–90 minutes
● possibility for member checks (verification and clarification) for 5–10 minutes
After you complete the screening questionnaire and demographic form and the 1:1
interview over Zoom, you will receive a $30 Amazon electronic gift card via email as a token of
appreciation for your time.
The 1:1 interview via Zoom will be recorded for data collection. The audio recording will
only be used/seen by me, the researcher. You have the right to review/edit the audio/video
recordings or transcripts as a participant. I will publish the results in my dissertation. Participants
will not be identified in the results, and all materials used for this research will be discarded after
3 years from the date of data collection for the study. I will take reasonable measures to protect
the security of all your personal information. All data will be de-identified prior to any
publication or presentation. I may share your data (de-identified) with other researchers in the
future.
If you have any questions about this study, please contact me at isotelo@usc.edu or (323)
719-0271 and/or Dr. Sheila Bañuelos at smsanche@usc.edu. If you have any questions about
your rights as a research participant, please contact the University of Southern California
Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.

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Appendix F: Interview Protocol
Hello and welcome! Thank you for agreeing to participate in this research interview. I
appreciate the time that you have set aside to answer my questions.
Introduction and Reminders About the Study
This research study aims to learn about the perceptions, experiences, and practices of
well-being Latina students engage in to combat the arrebatos (academic and non-academic
challenges, stressors, trauma, and life transitions) experienced while enrolled in California
community colleges.
The purpose of this study is to have it contribute to the body of research and help inform
policies and practices that can center and support Latina students’ well-being and, in turn, their
academic success at the community college level.
I strongly believe that your voice, experiences, and knowledge matter, and want to hear
how you believe community colleges can better foster and shape the well-being of Latina
students.
Concepts from my theoretical framework using Prilleltensky’s (2003, 2005)
psychopolitical well-being theory and Anzaldúa’s (2002, 2015) Theory of conocimiento are
addressed in this interview to address:
● What are the arrebatos (academic and non-academic challenges, stressors, trauma, life
transitions, and loss of foundation) experienced by Latina students in their academic
journey while enrolled in California community colleges?
● What are the well-being perceptions, experiences, and practices Latina students
employ to combat the arrebatos experienced while enrolled in California community
colleges?

216
As a reminder, this interview should last approximately 60–90 minutes. You may request
to stop the interview and participate at any time. I will take notes while you answer questions so
that I do not miss anything. I will also contact you if I have any clarification questions after the
interview.
To help me as the researcher focus on the conversation, I am asking to audio record the
interview and it will only be viewed by me. After I review the transcription, I will delete the
recording. I will not use your real name in the recording, in any form of communication, or when
publishing this information.
Is there a self-selected pseudonym you would like to use for this study? Would you prefer
to turn off your video? You can also change your name on your Zoom profile for this specific
recording if you prefer.
Is it okay for me to begin recording?
Ok, let’s get started.
Rapport Building
Tell me a little bit about yourself and your background.
1. Can you tell me about your background, where you were born, and where your family
is from?
2. Can you tell me more about your family and who makes up your most immediate
family?
3. If you have siblings, where do you stand in the sibling order?
4. What identities are important to you, and how do they play a role in your personal
and academic life?
Educational Journey and Conocimiento
Tell me about your educational experiences.

217
5. Who or what were some of your motivations for pursuing a community college
education (earning a certificate, degree, and/or transfer requirements)?
6. What does your academic and/or career journey look like at the moment?
7. Tell me about your enrollment history when you were a student. For example, did you
attend part-time or full-time? Were there any gaps in your education?
8. Tell me about yourself as a community college student. What strengths or qualities
did you have?
9. What responsibilities did you have outside of college? What did a typical day or week
look like for you?
10. How did you manage your various responsibilities while attending and navigating
college? What strategies did you utilize?
11. Anzaldúa (2002) defined arrebatos as life transitions, traumas, and challenges that
result in a loss of foundation. Situations or crises that shake us up. Do you recall
experiencing any personal or academic arrebatos while you were a student?
12. Can you take me back and walk me through what your experience was like in a
difficult semester or a semester you found challenging?
13. As a Latina student, did you feel marginalized or a sense of othering at your CCC? If
yes, please explain.
14. Ginwright (2016) defined academic trauma as emotional and mental distress caused
by factors such as intense academic pressure, bullying, challenging learning
environments, oppressive educational practices, and policies, including
discrimination, marginalization, neglect, and lack of support, that can lead to longterm harm for students’ mental and emotional well-being. These experiences can

218
contribute to mental health challenges, including anxiety, depression, or other
emotional difficulties such as self-doubt, imposter syndrome, and reduced motivation.
Can you tell me about a time when you may have experienced academic trauma? If
yes, please explain.
15. How did you take care of yourself amidst experiencing personal and/or academic
arrebatos?
16. What made you feel confident about continuing your academic journey to complete
your certificate/associate degree/transfer requirements?
17. How do you define well-being (bienestar) or taking care of yourself?
18. How do you experience (positive or negative) well-being in your day-to-day life,
considering your personal thoughts and emotions?
19. How do you prioritize self-care, joy, healing, and personal growth?
20. What personal traits helped you overcome the academic and/or personal arrebatos
experienced while you were a student?
21. What strategies did you utilize to take care of yourself and your well-being amidst the
academic and/or personal arrebatos experienced while attending college?
22. Who or where did you learn these strategies from to center your wellness/well-being?
23. How do the values instilled by your family impact your overall well-being? Can you
share instances where familial values have played a significant role in your mental
and emotional health?

219
24. Can you share instances where your cultural and self-identity positively influenced
your mental and emotional health?
25. Can you recall a conversation in which you felt supported to engage in well-being
strategies by people outside the college community? Can you include in this
conversation, who supported you, what support they provided, what it looked like,
and what it sounded like?
26. Can you identify aspects of your community or society that contribute to or hinder
your well-being?
27. Currently, what practices (specific actions or habits) do you engage in to support your
well-being, if any?
28. Including anxiety, depression, or other emotional difficulties such as self-doubt,
imposter syndrome, and reduced motivation. Can you tell me about a time when you
may have experienced academic trauma? If yes, please explain.
29. How did you take care of yourself amidst experiencing personal and/or academic
arrebatos?
30. What made you feel confident about continuing your academic journey to complete
your certificate/associate degree/transfer requirements?
Signs, Sources, and Strategies of Well-Being
Tell me about well-being as you see it.
31. How do you define well-being (bienestar) or taking care of yourself?
32. How do you experience (positive or negative) well-being in your day-to-day life,
considering your personal thoughts and emotions?
33. How do you prioritize self-care, joy, healing, and personal growth?

220
34. What personal traits helped you overcome the academic and/or personal arrebatos
experienced while you were a student?
35. What strategies did you utilize to take care of yourself and your well-being amidst the
academic and/or personal arrebatos experienced while attending college?
36. Who or where did you learn these strategies from to center your wellness/well-being?
37. How do the values instilled by your family impact your overall well-being? Can you
share instances where familial values have played a significant role in your mental
and emotional health?
38. Can you share instances where your cultural and self-identity positively influenced
your mental and emotional health?
39. Can you recall a conversation in which you felt supported to engage in well-being
strategies by people outside the college community? Can you include in this
conversation who supported you, what support they provided, what it looked like, and
what it sounded like?
40. Can you identify aspects of your community or society that contribute to or hinder
your well-being?
41. Currently, what practices (specific actions or habits) do you engage in to support your
well-being, if any?
Campus Environment and Well-Being
Tell me more about well-being as it relates to the campus environment you experienced.
42. How do you see the interplay or impact of well-being on academic success?
43. As a CCC student, were you made to feel your well-being mattered and was a
priority?

221
44. Tell me about the support you received as a community college student to engage in
well-being practices, if any.
45. What types of services did you utilize on campus (i.e., tutoring, personal counseling,
academic counseling, student health or wellness center, students with disabilities
center, office hours, workshops, etc.)? How comfortable did you feel in utilizing these
services? In what ways did you feel supported or unsupported in this environment?
46. Can you recall a conversation in which you felt your well-being was supported as a
student by the college community (students, professors, counselors, coaches, tutors,
peer mentors, personnel, etc.)? Can you include in this conversation, who supported
you, what support they provided, what it looked like, and what it sounded like?
47. How, if at all, did your experience at the college make you feel like you belonged as a
college student?
48. What more could the college have done to make you feel like you belonged?
49. If you could create the ideal college experience that promotes and encourages
students to engage in well-being strategies, what would that look like?
50. Is there any information you would like to include in the study regarding
understanding Latina students’ arrebatos and how colleges can better support Latina
students’ well-being?
Closing Questions and Remarks
51. This concludes our interview. Do you have any consejos or advice for other Latina
students about arrebatos and well-being (bienestar)? After I review the responses, I
may have additional questions or follow-up questions. If this is the case, would you
be open to talking again?

222
Thank you so much for sharing your thoughts and experiences with me today! I really
appreciate your time and willingness to share your story and wisdom.
Cuidate!

Abstract (if available)

Abstract This study explored the arrebatos (academic and non-academic) challenges and well-being experiences of Latina students in California community colleges (CCCs). Grounded in Anzaldúa’s theory of conocimiento and Prilleltensky’s psychopolitical well-being theory, the study captures the testimonios of eight Latina students, the arrebatos (academic and non-academic challenges, stressors, trauma, life transitions, and loss of foundation) they experience and the well-being perceptions, experiences, and practices Latina students employ to combat the arrebatos experienced while enrolled in CCCs. Qualitative methods were used, namely testimonio, to tell the stories of eight Latina students. Their challenges, as well as their personal, relational, and communal strategies for well-being, highlight the assets, resilience, and resources these students utilize to thrive and not only survive through college.

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Asset Metadata

Creator Sotelo, Ingrid Yanneth (author)

Core Title Well-being and healing as resistance: testimonios of Latina students’ arrebatos in California community colleges

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-12

Publication Date 09/25/2024

Defense Date 08/28/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag academic trauma,arrebatos,California community college,Latina students,OAI-PMH Harvest,psychopolitical well-being theory,qualitative research,testimonios,theory of conocimiento,well-being

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Bañuelos, Sheila (committee chair), Ocampo, Atheneus (committee member), Rendón, Laura (committee member)

Creator Email isotelo@usc.edu,soteloingrid24@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399B6B8

Unique identifier UC11399B6B8

Identifier etd-SoteloIngr-13542.pdf (filename)

Legacy Identifier etd-SoteloIngr-13542

Document Type Dissertation

Format theses (aat)

Rights Sotelo, Ingrid Yanneth

Internet Media Type application/pdf

Type texts

Source 20240925-usctheses-batch-1213 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu