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Exploring the personal stories and lived educational experiences of multiethnic Latinas: testimonios of educational success
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Content
Running Head: EXPERIENCES OF MULTIETHNIC LATINAS
1
Exploring the personal stories and lived educational experiences of Multiethnic Latinas:
Testimonios of Educational Success
by
Carla Xiomara Camacho
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2018
Copyright 2018 Carla Camacho
EXPERIENCES OF MULTIETHNIC LATINAS 2
Dedication
This dissertation is dedicated to my abuelita, Felipa Antonia Gomez, que en paz
descansa. Thank you abuelita for always believing in me and never doubting my abilities to
succeed. Thank you for your loving support, consejos, guidance, and all your sacrifices that will
never be forgotten. Siempre the amare!
This dissertation is also dedicated to my mami and papi, Lorena Camacho and Francisco
Camacho, for all your sacrifices and hardships, leaving your native countries of El Salvador and
Mexico to come to the United States to provide my brother and me a better future. Muchisimas
gracias, my educational achievements would not have been possible if it wasn’t for all your
sacrifices, unconditional support and inspiration. Papi for all your endless days of labor hard
work that will never go unnoticed, and for teaching me the value of education at a young age. I
love you both very much!
Finally, this dissertation is dedicated to my brother, Francisco Camacho; you always
inspire me to be a better person. Thank you for believing in me and never doubting my abilities
to succeed and persevere. For not letting me give up, every time I felt like giving up. All my
achievements are for you, to make you proud. Thank you for the Dodger games to help me
release stress and unwind from school. Te quiero mucho!
This dissertation and doctorate is for you abuelita, mami, papi, and little brother! Con
mucho amor, I hope I am making you proud.
EXPERIENCES OF MULTIETHNIC LATINAS 3
Acknowledgements
First and foremost, I want to acknowledge my mami, papi y hermano; this educational
journey would not have been possible without your loving support. Gracias for all that you have
done to support me, encourage me, guide me, and inspire me, y por echarme porras! Un gran
abrazo con muchisimo amor para ustedes. Thank you for believing in me, Los amo mucho!
Secondly, I would like to acknowledge my dissertation committee: Dr. Briana Hinga, Dr.
Alan Green, and Dr. Alma Zaragoza-Petty, for your positivity, encouragement and support
throughout this academic endeavor. A big abrazo to all three of you, and especially to Dr. Hinga
for not allowing me to give up on myself throughout the process and for your unconditional
support, encouragement and guidance. Muchas Gracias!
Thirdly, I want to acknowledge Jesus Castaneda, Jacquenee Polee, Brittani Crimes, and
Juan Carlos Melgar for your unconditional support throughout this program and in my life.
Thank you for encouraging me to complete this program, for never giving up on me, and not
allowing me to give up on myself when times were rough. Thank you for lifting me up when I
felt that school and the dissertation process were making me doubt my abilities and
perseverance.
Finally, I would like to acknowledge the five young women in this study. Thank you for
sharing your testimonios and educational life journeys with me. Your stories and lived
experiences are an inspirational gift for educators and other multiethnic Latinas.
EXPERIENCES OF MULTIETHNIC LATINAS 4
Table of Contents
Dedication 2
Acknowledgements 3
Abstract 6
Chapter One: Introduction 7
Background of the Problem 14
Statement of the Problem 17
Purpose of the Study 18
Significance of the Study 19
Definition of Terms 20
Organization of the Study 21
Chapter Two: Literature Review 22
Theoretical Framework 22
Latina/o Critical Race Theory (LatCrit) 23
Latinas in Higher Education 25
Statistical Trends of Latinas in Higher Education 25
The Educational Experiences of Latinas in Higher Education 27
Family and Latinas Pursuit for Higher Education 36
Gender Roles and Latinas Pursuit for Higher Education 38
Latina Identity 41
Bicultural Identity 44
Summary 45
Chapter Three: Methodology 46
Qualitative Methods 47
Context 48
Setting 48
Participants 49
Data Collection and Instruments/Protocols 53
Testimonios 53
Data Analysis 54
Limitations and Delimitations 55
Credibility and Trustworthiness 56
Ethics 57
Positionality 58
Chapter Four: Findings 59
Theoretical Framework and Research Questions 59
Presentation of the Findings 60
Aspirations for a Better Future 60
The Value their Parents Placed on Education 61
Being the Role Model in the Family 67
Motivation to Achieve Success 72
EXPERIENCES OF MULTIETHNIC LATINAS 5
Academic Resources and Support Systems 78
Campus Resources 78
Parents as a Source of Support 83
Supportive Adults Outside the Familial Context 88
Educational Challenges 94
A Difficult Journey 95
Parents Lack of Understanding 98
Situations Related to Race and Ethnicity 101
Financial Obligations 105
Summary 108
Chapter Five: Discussion 110
Summary of Findings 110
Research Sub-Question #1 110
Research Sub-Question #2 113
Research Sub-Question #3 115
Implications for Practice 116
Recommendations for Research 118
Conclusion 120
References 122
Appendix A: Participants Testimonios 142
Appendix B: Interview Protocol and Interview Questions 181
Appendix C: Recruitment Letter 183
EXPERIENCES OF MULTIETHNIC LATINAS 6
Abstract
This counter-narrative study was grounded from a Latina/o Critical Theory (LatCrit)
framework and used the methodological approach of testimonio to explore the personal and lived
experiences of five multiethnic Latinas who have successfully journeyed along educational
pathways to receive their baccalaureate and postgraduate degrees. Specifically, this study aimed
to provide rich, in-depth information about a distinct Latinx population that has been obscured
from educational research. Participants were selected through purposeful sampling (Creswell,
2014). Five participants were selected based on the following key factors (a) born in the United
States, (b) navigating one or two Latino heritages, (c) attainment of a bachelor’s degree/master’s
degree or enrollment in a graduate school educational program, (d) identifies as both multiethnic
and Latina. Data was gathered through individual testimonios in the form of an informal
interview with each of the participants. The implementation of Latino/a Critical Race Theory
invited participants to voice their truths and lived experiences and uncovered how their
educational success was fostered: the values their parents placed on education, being the role
model at home, motivation to achieve success, campus resources, parents a source of support,
and supportive adults outside the familial context. The narratives also undrape the following
challenges that participants surpassed throughout their educational journeys: a difficult journey,
parent’s lack of understanding, situations related to race and ethnicity, and financial obligations.
By examining the lived educational experiences of five multiethnic Latinas that have
successfully traversed the educational pipeline: both higher education and postgraduate
education, the researcher was able to provide recommendations for policies and practices to
educational institutions that may be serving multiethnic Latinas, and to propose
recommendations for further research.
EXPERIENCES OF MULTIETHNIC LATINAS 7
CHAPTER ONE: INTRODUCTION
I interchangeably identify as Mexican and Salvadoran in honor of my parent’s heritages.
My mother was born in El Salvador and my father was born in Mexico. Both my parents did not
obtain a college education. I was the first in my family to attend and graduate college and pursue
a doctoral degree. My father had to start working at the age of eight to help support his family
after his father passed away. Due to this, my father only went to school until the 5
th
grade. My
mother was able to finish high school and do a year of college in El Salvador. However, she had
to leave her country due to the Civil War in El Salvador. My father left Mexico and came to the
United States in search for a better future.
Growing up, from the age of 5, my father always told me that I was going to attend
college. Both my parents highly valued education. That was a strong value, they
taught me growing up. It was highly value in my household. Even though my parents did not
attend college, they wanted me and my brother to further our education beyond high school and
aspire for a college degree and higher. For my parent’s education was the way out of a low
minimum wage job and a stepping stone to a better future and successful career. My parents did
not want me to financially struggle like they did, they wanted a better future for me. Since I was
the oldest, they wanted me to set the example for my little brother. My father would always say
“You will be the first in the family to attend college.”
I remember when I was only 6 years old, my father would take me on walks around the
USC campus, and we would look at the college students walking around, and he would say “That
will be you one day.” When I was in elementary school; my father would always take me to the
library, to rent books for me to read. Every afternoon, I would sit down with him and read a
book. I loved the Magical School Bus and Clifford the Big Red Dog books. Even though my
EXPERIENCES OF MULTIETHNIC LATINAS 8
father did not speak English well, he would practice his English with me and read along with me.
I remember my father also bought me a small black board, so I could practice my alphabet,
multiplication and vocabulary words. Every afternoon, I would teach my parents the alphabet
and vocabulary words. I would always tell them, “Okay, I am your teacher today and we will be
learning the alphabet.”
My parents were very involved in my education. My mother attended every parent
conference from elementary to high school. If I had a low grade in one of my classes in middle
school or high school, my father made sure to leave work early, in order to attend parent
conference night to talk to my teachers to find out why I was struggling and not doing well in
class. Both my parents had high academic expectations for me. They always encouraged me to
get good grades. For my father a C was a failing grade. Whenever I received a C in a class, he
made sure that I attended tutoring, or he would try to help me with my homework.
Elementary was a fun learning experience for me. I performed well in school and was
very active. I loved going to school, especially in the 2
nd
grade because I had a very caring and
fun teacher, that would have us do fun science projects every Friday. She reminded me so much
of Ms. Frizzle from the Magic School bus. In addition, in elementary school I enjoyed reading
out loud in class and loved when we would do reading circles. I remember my 1
st
and 2
nd
grade
teachers would have us do reading circles after play time, and they would have us read Magic
School Bus books, which were my favorite. I remember in 3
rd
grade I was the first in my class to
learn my 12 times table.
Middle school was a bit difficult for me because I started taking actual classes in subjects
such as History, Math, English, and Science. I remember I loved my science class in 7
th
grade
because my teacher would have us do different science projects. I remember one time she had us
EXPERIENCES OF MULTIETHNIC LATINAS 9
transform yogurt into Ravioli which I thought was fun and interactive. Another time she had us
do a balloon-powered car challenge. I really loved going to my science class. However, I hated
my math classes because I was not good at math. Even if I studied and paid attention in class, I
had a difficult time understanding math as whole. I felt like math was like a foreign language for
me. Math was always the only subject I did not excel in.
High school was a time of many struggles for me. I received unsatisfactory grades during
most of those years. My teachers often spoke to my parents about my academic struggles in
subjects such as math. Ever since I could remember, I hated math, I was never good at it. I
always received Ds in my math exams or in my math classes. That would make my father very
upset because he wanted me to do well academically in high school. I remember I also rebel
during my high school years. At that time, I thought I was a grown up and wanted to do things
my way. I would always clash with my dad because I felt that he was too overprotective and did
not let me have fun with my friends. In addition, I did not do well academically in high school.
For the most part, I was a below average student, receiving Cs in most of my classes. I remember
when I would receive D’s my dad would be so angry because he wanted me to get good grades
to attend college.
At some point, my father really thought that I was not going to attend college because of
my grades and that really broke his heart. My father expected more from me, always making
school my priority and stressing the importance of a college education. At a young age, he
instilled in me the idea of attending college and he was fearful that I was not going to make that
happen. However, I was able to pull through and was accepted to a 4-year university. This made
my parents very proud, especially because they wanted me to set the example for my little
brother. This was mainly thanks to my Talent Search academic advisor who took an interest in
EXPERIENCES OF MULTIETHNIC LATINAS 10
me and met with me once a month to make sure that I was passing all my classes during my
junior and senior year. She also helped me with the process of applying to college and financial
aid. Thanks to her, I was able to get all my tuition paid for. I knew my parents could not assist
me financially, so this was a blessing to me and my family.
In high school, I also began to question my ethnic background. I went to a high school
that was predominately Latinx. Most of my classmate’s parents were from Central American
countries. I was the only one that had mixed-Latinx parents. Once I told classmates that I was
both Mexican and Salvadoran, they seemed surprised and stated that I did not look or act
Salvadoran. I began to wonder if I was ashamed of my Salvadoran culture. I always wondered
what it meant to be Salvadoran. I felt that I had to act a certain way to be considered Salvadoran.
Sometimes, I would say I was Mexican and not Salvadoran, so I was not ridiculed for not being
Salvadoran enough.
When I entered college, I experienced a little bit of culture shock. Even though I attended
a public institution, I was not used to attending school with students that did not look like me.
For most of my formal schooling, I attended schools that were predominately Latino. All my
friends in high school were Latino and Black. I remember when I sat down in my first college
psychology course, I was one of eight Latinx students. However, as time passed I became
acclimated with the school’s culture and made friends with students from different cultural
backgrounds. However, it was inevitable to not perceive other non-Latino students questioning
my intellectual abilities because of my ethnic background. I remember when I was in one of my
psychology courses, the professor put us all in groups, and until this day, I vividly remember
when a group member would not let me and another Latinx student voice our ideas or opinions.
Every time that we wanted to express something, he would speak over us and I remember that
EXPERIENCES OF MULTIETHNIC LATINAS 11
made me extremely mad because I knew the information and I wanted to contribute. However, I
did not let experiences like this bring me down, instead it evoke in me the need to prove others
wrong. Although I was not academically prepared for college, I did not let that deter my success.
I attended the math and writing lab every day to get assistance with my math courses and to have
tutors look over my essays. I knew my writing skills were not at the college-level and I wanted
them to get better, especially because my major which was psychology, consisted of a lot of
writing. I would study hard to get A’s in my exams and midterms, I would work hard to get A’s
in all my classes in college to prove that Latinas can also make it in college and are smart despite
their educational background. I was in college for a reason, to further my education and prosper.
I wanted a better life for myself and my parents. In college, I did well academically because I
knew that I wanted to attend graduate school after.
This made my dad proud, that I was excelling in college and was eligible for the Dean’s
List every fall and spring of each semester. I also joined different clubs in college to help me get
involved and meet new people. Through this clubs I was able to develop lasting friendships.
More importantly, my parents were very supportive during my undergraduate education.
Whenever I was stressed out about an exam or paper, my parents would provide me emotional
support. When I felt overwhelmed, I would tell my parents. I would tell them how many papers I
had to write and on top of that study for midterms or exams. They would listen while I cried
because of how stressed out I was. I remember they would tell me not to give up and that I could
do it. My parents always gave me words of encouragement, they were the reason I was able to
stay sane and make it through college.
During my undergraduate education, I realized that I wanted to further my education in
the field of psychology. I really enjoyed my psychology classes, especially my clinical capstone
EXPERIENCES OF MULTIETHNIC LATINAS 12
and seminar courses. I remember I went to speak to my advisor about my options after college
and she mentioned I could attend graduate school, either pursue a masters or doctoral degree in
either counseling or clinical psychology. I asked her how I could enhance my chances of getting
into a doctoral program, and she mentioned getting involved in different research labs to help
develop my research skills. I joined two different research labs that provided me the opportunity
to administer studies, write reports, analyze data, and present poster presentations at regional
conferences. Thanks to the support of my research advisors and parents, I was able to graduate
college with a high GPA that made me competitive enough to apply and be admitted into a
Clinical Psychology graduate program.
Right after college, I started my master’s program, which I really enjoyed. I loved
learning about the different mental disorders, how to administer psychological tests, and
developing case conceptualizations and treatment plans. I really enjoyed the classes in my
clinical psychology program. In addition, I continued to enhance my research skills to help better
prepare me for doctoral-level work. Since the beginning of graduate school, I continued to be
involved in various research projects. Furthermore, I attended a predominately white private
institution for my graduate program. Again, I experienced culture shock, but this time it was
because there was a low representation of Latinx student in the overall student population. I
remember in my graduate program I was one of two Latinx students in my cohort. Everyone else
was from a different cultural background that was not Latinx. Even when walking on campus,
you could really see the low representation of students of color. Due to my ethnic background,
I had professors and classmates question my intellectual abilities to succeed in graduate school. I
remember one classmate said the following; “I am surprised that despite going to schools in the
ghetto you are where you are in your educational career.” I had another classmate tell me the
EXPERIENCES OF MULTIETHNIC LATINAS 13
following: “So how did you avoid the temptation of not getting pregnant while in high school, I
had a Latina friend that got pregnant when she was only 15.” These are a few of the comments
that I was exposed to during my graduate program. However, I did not let this bring me down,
instead it influenced me to work harder and do extremely well in all my classes. I was the first in
my cohort to finish my dissertation, an accomplishment that I was very proud of. I graduated
grad school with a 4.0 and was accepted into a doctoral program in counseling psychology at a
university outside of California.
I attended the doctoral program outside of California but left after a year, not because of
the rigor but because of how isolated I felt. Moving to a small town in a different state was a
complete culture shock for me. There was only a few Latinx in the whole town and university. I
remember that I felt so out of place and homesick. I did not know anyone, and I was expected to
adjust to this new environment right away. Again, in my cohort, I was one of two Latinx
students, while everyone else was White. The rigor of the program was not hard, I was used to
these expectations in my master’s program and even during my undergraduate education. What
made me break and decide to leave the program was the micro aggressions I was often exposed
to by my research advisor. I remember she questioned my ability to provide a well written
journal entry without including slang. I still recall what she commented “I am surprised that you
are able to articulate yourself so well, and by the way this is not a micro aggression.” I remember
after reading such comment, I wanted to cry because I knew that this professor had this notion
about Latinas that grew up and attended schools in underprivileged communities. Even though I
knew that I could excel academically, I was very aware that I was not going to be able to succeed
in an environment where my intellectual abilities were always going to be questioned because of
who I am or where I grew up. I constantly felt that I had to prove myself, to prove that I too
EXPERIENCES OF MULTIETHNIC LATINAS 14
deserved to be in this program like the other students. That I too, worked extremely hard to be
where I am in my educational career. I had to make a choice, either stay and continuously endure
the subtle micro aggressions or leave and apply to another doctoral program that would help me
excel and flourish as a student. I made the hard decision to leave, which until this day I do not
regret.
Despite my decision to withdraw from my first doctoral program, I decided to apply to
another doctoral program here in California. Again, I began this journey of uncertainty with a
little bit of doubt and excitement. Throughout this doctoral program, I remained positive and I
never doubted my ability to successfully finish the program. My goal was to complete this
program and be the first one in my immediate and extended family to attain a doctorate degree
and make my parents extremely proud. Despite the challenges I endured throughout my
educational journey, I managed to accomplish my educational ambitions and will soon be
obtaining my doctorate degree, and accomplishment that I am extremely proud of.
In line with the traditions of Latina/o Critical Theory (LatCrit) and testimonios, I began
this dissertation with my own lived educational experiences while traversing educational
systems, and successfully completing my baccalaureate and postgraduate degrees, despite the
counter-narrative expectations. Furthermore, this dissertation illuminated the personal stories and
lived educational experiences of five multiethnic women who have persisted through educational
systems and fulfilled their own educational success.
Background of the Problem
The Pew Hispanic Center (2011a) indicated that Latinx have become the largest ethnic
minority group in the United States. In 2007, there were approximately 30.1 million Latinx in the
United States and 14.4 million (48%) of them were women (U.S. Census Bureau, 2008). In 2012,
EXPERIENCES OF MULTIETHNIC LATINAS 15
Latinx constituted 17% of the nation’s population (Pew Hispanic Center, 2014, Humes, Jones, &
Ramirez, 2011). Of the large number of Latinx in the U.S. population, multiethnic Latinx have
become a notable characteristic.
It is important to note that although the terms “multiracial” and “multiethnic” are often
use interchangeably, they both have different meanings. The term multiracial is an inclusive way
of categorizing an individual who identifies with more than one race (Hall, 1996). On the other
hand, the term multiethnic refers to individuals who identify with more than one ethnic heritage
(Hall & Du Gay, 1996; Chaudhari & Pizzolato, 2008). Individuals who identify as multiethnic
may not identify as multiracial (Zack, 1993). For instance, an individual who identifies as
Mexican from his or her father’s side, and Puerto Rican from his or her mother’s side may
identify as a multiethnic Latinx instead of multiracial because of their ethnic heritages (Waters,
1990; Zack, 1993). On the contrary, an individual with Salvadoran and Pakistan heritage who
grew up in a predominately White culture, may identify as multiracial, and not identify ethnically
as Salvadoran or Pakistan (Zack, 1993). Furthermore, multiracial individuals are defined based
on how they identify themselves, how others identify them, how their family and ancestors
identify, the cultural environment they grew up in, or a combination of all (Harris & Sim, 2002;
Kao, 1999).
Over the years, the population of Latinx who have more than one Latinx heritage has
relatively increased (Gallegos & Ferdman, 2012; Pew Hispanic Center, 2012). Multiethnic
Latinx in the U.S. represent more than one national origin from different Latin-American
countries (Chaudhari & Pizzolato, 2008; Gallegos & Ferdman, 2012). National origin refers to
the person’s country of origin outside the U.S. or parent’s heritage if they are U.S. born (Cornell
& Hartmann, 1998). In addition, there are multiethnic Latinx that can possess a Latino origin and
EXPERIENCES OF MULTIETHNIC LATINAS 16
a non-Latino origin (i.e. European, Philippines) (Pew Hispanic Center, 2012). A crucial indicator
of the growing presence of multiethnic Latinx is reflected from intermarriages across different
Latin-American countries. For example, Latinx from Cuba, Puerto Rico and Central American
countries are more likely to marry a partner from another Latin American country (Qian &
Cobas, 2004). In addition, there are Latinx that may marry outside their Latin roots (Pew
Hispanic Center, 2012).
Multiethnic Latinx are fast growing in both the U.S. and institutions of higher learning
(Chaudhari & Pizzolato, 2008; Gallegos & Ferdman, 2012; Phinney &Alipuria, 1996). A
national 2016 freshman survey done by the Cooperative Institutional Research Program (CIRP)
and the Higher Education Research Institute (HERI) at UCLA found that multiethnic Latinx
have become a subgroup of the Latinx student population in institutions of higher education
around the U.S. (Eagan, Stolzenberg, Ramirez, Aragon, Suchard, & Hurtado, 2016). The survey
revealed that Latinx students who identified as either Puerto Rican or Mexican, also identified
having another Latinx heritage (Eagan, Stolzenberg, Ramirez, Aragon, Suchard, & Hurtado,
2016). In addition, this specific population self-identifies with both their parent’s heritages
(Phinney & Alipuria, 1996).
The growing and ubiquitous presence of multiethnic Latinx in higher education has raised
attention to the importance of examining their lived educational experiences. Although
multiethnic Latinx students are entering the realm of higher education at an increasing rate
(Phinney & Alipuria, 1996), their personal stories and lived educational experiences have been
underrepresented in educational research. This qualitative study explored the personal stories and
lived educational experiences of a specific subgroup of multiethnic Latinx: multiethnic Latinas.
This is distinctly important given the educational structures these women need to surpass to
EXPERIENCES OF MULTIETHNIC LATINAS 17
achieve success. Noteworthy, multiethnic Latinas lived educational experiences in institutions of
higher learning and graduate programs represent an area of research that is severely
underexplored.
Statement of the Problem
Statistical trends continue to show that Latinas fall behind in degree completion when
compared to their non-Latinx counterparts (Aud, Fox, & KewalRamani, 2010; Gonzales, 2012;
Hurtado, Cervantez, & Eccleston, 2010; Stetser & Stillwell, 2014; Villalpando, 2010). Despite
this, a steadily but growing number of Latinas are entering 4-year institutions and graduate-level
programs and successfully completing their degrees. (Garcia, 2014; Gonzalez, 2007; Gonzales,
2012; Zalaquett, 2005). Nevertheless, their lived educational experiences and personal stories of
success have been overlooked, and the literature continues to illustrate their underachievement in
institutions of higher learning and postgraduate education. More importantly, educational
research on Latinas as a group is limited. Much of the literature that exists on Latinas is
positioned within a deficit-based thinking, which mainly focuses on the challenges and/or
obstacles that Latinas encounter throughout their educational journeys that hinders their
educational success and degree completion (Gandara & Osugi, 1994; Gloria, Castellanos, &
Orozco, 2005; Hurtado & Carter, 1997; Rodriguez, Myers, Morris, & Cardoza, 2000). According
to Rodriquez, Guido-DiBrito, Torres, Talbot (2000), Latinas have additional challenges to
consider during their college years in comparison to their White counterparts. These challenges
and/or obstacles include financial circumstances, familial responsibilities, gender-role and
familial expectations/traditions (Rodriguez et al., 2000; Zambrana & Zoppi, 2002).
Despite the challenges and/or obstacles, a small but growing number of Latinas are
succeeding in institutions of higher learning and attaining post-baccalaureate degrees (Reyes &
EXPERIENCES OF MULTIETHNIC LATINAS 18
Rios, 2005; Gandara, 1982; Gonzalez, 2007). The literature has neglected to showcase those
Latinas who have successfully attained baccalaureate and graduate-level degrees, despite the
odds. To provide a better understanding of the lived educational experiences of Latinas who have
successfully traverse educational systems and attained both a baccalaureate and advanced degree,
this study narrowed its focus by focusing on a distinct group: multiethnic Latinas. This distinct
group has been ignored in the literature and it’s a population that is continuously growing (Qian
& Cobas, 2004). More importantly, this study focused on the counter-narratives of five
multiethnic Latinas who have broken the glass ceiling and persisted towards completing their
baccalaureate and graduate-level degrees. The specific focus on Latinas who are multiethnic
provided insight into this demographic, which is important, given there is no literature on this
distinctive population.
Purpose of the Study
The purpose of this counter-narrative study was to hear the voices of five multiethnic
Latinas that have successfully traverse educational systems and obtained a baccalaureate and
postgraduate degree. This study relied on an in-depth portrayal of their educational trajectories
and used qualitative methods designed to capture these young women lived educational
experiences explicating from their formal schooling through their undergraduate and
postgraduate education.
The objective of this study was to explore and identify the lived experiences, educational
challenges and factors that assisted them in thriving in educational systems. Although it is crucial
to understand the challenges, it was also important to explore the supportive systems and factors
that propel and nurture their success. Examining the factors that contributed to their educational
success will provide a better understanding of their academic lives and educational life journeys.
EXPERIENCES OF MULTIETHNIC LATINAS 19
This study will fill a gap by adding knowledge about a distinct group that has been ignored in the
literature and illustrate success stories of five multiethnic Latinas that have successfully
navigated educational systems; including higher education and graduate-level studies. More
importantly, there is a need for educational research to provide a detailed look at the educational
experiences that multiethnic Latinas at the university level and in postgraduate education have
traverse, and what has led to their educational success
The overarching research question guiding this study was the following: How have the
lived experiences of multiethnic Latinas, revealed through testimonios shaped their educational
success?
Sub-questions:
1. What influenced and shaped their educational success?
2. What resources and support systems did the participants encounter throughout their
educational journey?
3. What challenges did the participants face throughout their educational journey?
Significance of the Study
This study used a Latina/o Critical Theory (LatCrit) framework and the method of
testimonios to delve into and understand the lived educational experiences of five multiethnic
Latinas that persisted through educational systems and achieved educational success. It is
important to note that testimonios are an important counter-narrative to the ways Latinas stories
have been told (Reyes & Rios, 2005). Each participant in this study was provided the opportunity
to share and reflect on their own personal and lived educational experiences. More importantly,
this study provided rich, comprehensive information about a population that has been obscure
from the literature. Exploring the unique stories and lived educational experiences of five diverse
EXPERIENCES OF MULTIETHNIC LATINAS 20
multiethnic Latinas added knowledge to the challenges and educational successes of a population
that continues to grow in institutions of higher learning.
This study was significant because it sought to counter educational studies that continue
to illustrate the underrepresentation of Latinas in higher education. More importantly, it is
important to draw attention to the individual stories and lived experiences of multiethnic Latinas
that have successfully journeyed along educational pathways to receive their baccalaureate and
postgraduate degrees. In addition, this study benefitted the participants themselves, as well as
other multiethnic Latinas, for in sharing their stories and lived educational experiences, their
voices are shared and can empower other multiethnic Latinas who aspire to pursue a college
education and advanced degree.
Definition of Terms
Latinx- The term was used as an all-inclusive gender-neutral term for both women and men
from Mexico, Central America, South America, or any Spanish-speaking Caribbean island such
as Dominican Republic, Puerto Rico, and Cuba (Salinas & Lozano, 2017).
Multiethnic Latinx – The term was used as an inclusive term for both women and men, who
have more than one Latinx heritage, or one Latinx heritage and a non-Latinx ethnic background
(Gallegos & Ferdman, 2012).
Multiethnic Latina – The term was used as an inclusive term referring to women that have more
than one Latinx heritage, or one Latinx heritage and a non-Latinx ethnic background and identify
as both multiethnic and Latina.
Latina- The term was used as an inclusive term referring to women of Cuban, Puerto Rican,
Dominican Republic, Mexican, South American and Central American descent (Rodriguez et al.,
2000).
EXPERIENCES OF MULTIETHNIC LATINAS 21
Educational success- In this study, educational success referred to educational achievements
such as obtaining a baccalaureate degree, and or graduate-level degree (i.e. master’s).
Latino/a Critical Race Theory (LatCrit)- a theoretical framework that provides a critical
examination of the ways oppression, discrimination, immigration status, racism, and language
play an important role in the everyday lived experiences of Latinx students (Elenes & Delgado
Bernal, 2010). It was used as theoretical framework for this study.
Testimonios: Testimonios are authentic narratives told in a first-person voice and are a crucial
foundation of LatCrit (Elenes & Delgado Bernal, 2010; Villalpando, 2004). This methodological
approach was used in this study.
Organization of the Study
This study used Latina/o Critical Theory as the main conceptual framework to explore
the personal stories and experiences of five multiethnic Latinas with advanced degrees. Chapter
1, introduced the topic of study, presented the research problem, research questions and
definitions. Chapter 2 provided an overview of the conceptual framework and research literature
relevant to the study. Chapter 3 provided a detailed description of the research methodologies,
sample selection, interview protocols, data collection, analysis and measures taken to ensure
credibility/trustworthiness and ethical procedures. Chapter 4 focused on the presentation of the
data findings. Chapter 5 provided a detailed discussion of the findings, and implications for
educators and practitioners, as well as recommendations for further research.
EXPERIENCES OF MULTIETHNIC LATINAS 22
CHAPTER TWO: LITERATURE REVIEW
This study focused on a significant demographic: multiethnic Latinas who have
successfully navigated the educational pipeline and completed a baccalaureate degree and
continued to graduate school. However, there is no literature on the lived educational
experiences and degree attainment of this distinct population. Therefore, the review of the
literature provided an overview of previous and contemporary research studies that relate to the
educational experiences of Latinas in higher education. The literature review began by
introducing the conceptual framework that guided the study. Research that examined the
educational experiences of Latinas in higher education was reviewed. This included a review of
the literature that examines the higher education trends among Latinas, and the relation of
family, and gender roles in the educational experiences of Latinas traversing the higher education
system.
Theoretical Framework
To explore the personal stories and lived educational experiences of five multiethnic
Latinas, this study was grounded from a Latino/a Critical Theory (LatCrit) perspective.
Solorzano and Bernal (2001) identified the importance of focusing on the lived educational
experiences of Latinx who have negotiated their identities and broken barriers in the realm of
academia by using a LatCrit lens. Elenes and Delgado Bernal (2010) analyzed various
theoretical frameworks such Critical Race Theory (CRT), Latina/o Critical Theory (LatCrit),
Borderland/Border Theories, and Chicana Feminist Theories to examine the continued
marginalization of Latinx in education. Utilizing LatCrit will provide a framework that will
examine the personal and lived educational experiences of a population that has been greatly
EXPERIENCES OF MULTIETHNIC LATINAS 23
ignored in the literature, while addressing the themes and factors that both challenged and
contributed to their success in higher education and graduate-level programs.
Latina/o Critical Theory (LatCrit)
LatCrit incorporates all the groundwork of Critical Race Theory (CRT) but emboldens
the importance of narratives centered distinctively on the lived experiences of Latinx in their
own voices and based on their experiential knowledge (Elenes & Delgado Bernal, 2010;
Villalpando, 2004). LatCrit was developed to illustrate the ways Latinx experience race, class,
gender, ethnicity, and how the concepts of oppression, discrimination, immigration status,
racism, and language play an important role in the lives of Latinx (Elenes & Delgado Bernal,
2010; Stefancic, 1997). However, it began to focus on the lived experiences, experiential
knowledge, and realities of Latinx in education (Davila & de Bradley, 2010; Huber, 2010;
Solorzano & Yosso, 2002; Yosso, 2006). According to Solorzano and Yosso (2006) LatCrit in
education is a theoretical lens that places to the center the everyday lived experiences of Latinx
in the American educational systems, specifically, through a more focused examination of the
unique structures of subordination and oppression this group faces (Solorzano & Bernal, 2001).
Experiential knowledge and lived experiences are the foundation of LatCrit (Elenes &
Delgado Bernal, 2010; Huber, 2010). This emphasis on experiential knowledge and lived
experiences allows for storytelling, testimonios and/or counter-stories as a preferred
methodological approach (Elenes & Delgado Bernal, 2010; Villalpando, 2004) which can
uncover and reveal educational inequities, and may challenge deficit-based thinking of Latinx in
higher education. Storytelling is a crucial element of LatCrit, which can encapsulate stories,
counter-stories, and narratives of Latinx, as it delineates explicitly from their experiential
knowledge (Elenes & Delgado Bernal, 2010; Fernandez, 2002). LatCrit believes in the
EXPERIENCES OF MULTIETHNIC LATINAS 24
importance of portraying one’s truth and realities through verbal stories and personal testimonios
(Elenes & Delgado Bernal, 2010). Testimonios draw upon and retell one’s lived experiences,
centering on the struggles and injustices one has endured and how these injustices have
influenced one’s life (Brabeck, 2001). According to LatCrit, narratives of lived experiences can
unveil barriers/challenges centered on race, discrimination, gender-role stereotyping, ethnicity,
identity, and oppression (Solórzano & Yosso, 2001; Villalpando, 2004).
LatCrit is not merely based on issues of race, racism, oppression, and immigration status;
it also dissects the verbal stories that portray a persons or group of people’s perceived truths,
realities and experiences (Elenes & Delgado Bernal, 2010). According to Bernal (2002) LatCrit
provides Latinas with the opportunity to narrate their cultural traditions and expectations and
lived experiences in higher education. All these aspects of LatCrit were implemented to this
study to inspire five multiethnic Latinas to share their stories and lived educational experiences
while navigating educational systems. The LatCrit lens gave voice to a distinct group of Latinas,
each having a myriad of experiences that have shaped their educational trajectories, contrary to
how the world of academia interprets and perceives the academic lives of this specific population
(Bernal, 2002). Through testimonios in the form of counter-stories, which was the methodology
tool used in this study, the participants’ experiential knowledge and voices were brought to the
surface (Elenes & Delgado Bernal, 2010; Fernandez, 2002). The participants’ individual stories
and lived experiences were acknowledged, while providing a deeper understanding of their lived
experiences while traversing educational systems and succeeding in college and graduate-level
programs.
The next section illustrates research studies that have explore the literature on Latinas and
higher education and their educational experiences. In addition, it theoretically grounds the
EXPERIENCES OF MULTIETHNIC LATINAS 25
concepts of Latina identity, family, and gender expectations. Each of these elements have been
shown to play a key role in the experiences of Latinas as they traverse educational settings while
succeeding, despite odds.
Latinas in Higher Education
Before addressing the few studies that have examined the educational experiences of
Latinas that have successfully navigated the higher education system, it is important to
understand the trends of Latinas in higher education.
Statistical Trends of Latinas in Higher Education
In the United States, Latinas constitute a sizable and growing presence of the Latino
population (Humes, Jones, & Ramirez, 2011). In 2012, Latinas comprised 16% of the women
population in the U.S. (Pew Hispanic Center, 2011a). Despite the fact, that Latinas are the largest
minority subgroup in the U.S., research continues to show that they continue to lag in terms of
educational attainment (Gloria, Castellanos, & Orozco, 2005; Gonzales, 2012: Villalpando,
2010). Latinas of various ethnic backgrounds showcase homogenous trends in low educational
attainment (Contreras & Gandara, 2006). Hurtado, Cervantez, and Eccleston (2010) noted that
Latinas of Mexican descent are less likely to pursue a college degree in comparison to Puerto
Rican and Cubans. However, they are slightly more academically successful in comparison to
Central American (Contreras & Gándara, 2006). Hurtado and colleagues (2010) noted that
Latinas of Mexican descent comprise more than half of the overall Latino population.
The literature continues to show that Latinas are less likely to earn college degrees and go on to
graduate or professional school (Fry, 2002; Hurtado, Cervantez, & Eccleston, 2010; Marin &
Marin, 1991). Statistical trends continue to show that Latinas have the highest enrollment in 2-
year institutions in comparison to 4-year institutions. Gandara, Alvarado, Driscoll, & Orfield
EXPERIENCES OF MULTIETHNIC LATINAS 26
(2012) noted that Latinas attending 2-year institutions are less likely to transfer to a 4-year
institution and obtain a bachelor’s degree. According to Lopez (2009) lack of financial support
and family responsibilities are the most important reason noted by Latinas for not continuing
their education in a 4-year institution and/or graduate program.
Despite this, a growing number of Latinas are entering higher education and/or graduate-
level programs, and graduating (Gandara, 1982; Gonzalez, 2007; Zalaquett, 2005).
Unfortunately, statistical trends continue to show that Latinas have the lowest percentage of
undergraduate/graduate degree completion in comparison to their non-Latinx counterparts,
despite the gains they have made in educational attainment (Stetser & Stillwell, 2014;
Villalpando, 2010). In 2009, it was reported that Latinas attained only 4.5% of all bachelor’s
degrees, 3.5% of all master’s degrees, and only 2% of all doctoral degrees (Aud, Fox, &
KewalRamani, 2010). In 2013, it was reported that only 19% of Latinas completed a bachelor’s
degree, in comparison to 44% White women, and 65% Asian American women (Stetser &
Stillwell, 2014). In the same year, only 4% of Latinas had completed a master’s degrees, in
comparison to 22% of Asian women (Stetser & Stillwell, 2014).
Latinas continue to be documented as the least educated in comparison to women from
other racial groups (Fry, 2002). However, statistical data has shown that Latinas have
outperformed White women in degree attainment (Aud, Fox, & KewalRamani, 2010; Watford et
al., 2006). From 2007-2008, the National Center for Education Statistics (Aud, Fox, &
KewalRamani, 2010; Pew Hispanic Center, 2009) reported that Latinas, accounted for 61% of
bachelor’s degrees and 64% of master’s degrees in comparison to White women who only
attained 56% of bachelor’s degrees and 62% master’s degree. This data shows how crucial it is
to shed light to the stories of Latinas who have been successful in the realm of higher education,
EXPERIENCES OF MULTIETHNIC LATINAS 27
specifically four-year institutions and graduate-level programs. Despite the underachievement
statistical trends, there are several Latinas that are pursuing and obtaining both undergraduate
and graduate degrees. However, most of the literature has focused on documenting the continued
educational underperformance of Latinas, but there is a compelling need to focus on Latinas
academic success stories, to understand the experiences and factors that contributed to their
successes. Many Latinas persist and achieve success in higher education, and the number of
Latinas in institutions of higher learning has been steadily increasing (Garcia, 2014; Gonzalez,
2007). More importantly, there a few number of multiethnic Latinas that have achieved success
in institutions of higher learning and graduate programs, but the literature has neglected to
illustrate such success stories. The following section discusses the limited literature on the
educational experiences of academically successful Latinas in higher education.
The Educational Experiences of Latinas in Higher Education
Studies that have explore the educational experiences of Latinx, as a collective group
have use LatCrit as a conceptual framework to understand and give voice to the experiences and
realities Latinx face in the realm of education (Davila & de Bradley, 2010; Fernandez, 2002;
Huber, 2010; Huber & Malagon, 2006; Solorzano & Yosso, 2002; Yosso, 2006). However, few
studies have used LatCrit as a conceptual framework to explore the educational experiences of
Latinas that have attained an undergraduate and graduate degree. Using LatCrit to understand
the experiences Latinas face while pursuing a college degree and/or advanced degrees is
important, to illustrates what themes and factors bolster their success.
For this review of the literature, studies that focused on the educational experiences of
Latinas in higher education were explored, with an emphasis on Latinas who have attained or are
pursuing a graduate degree. During my review of the literature, I identified 4 studies that were
EXPERIENCES OF MULTIETHNIC LATINAS 28
relevant to my study. All three studies are qualitative, and study Latinas in institutions of higher
learning, and explored Latinas educational experiences in graduate programs. The limited
educational literature on Latinas has mainly focused on their underachievement in higher
education and post-baccalaureate degree programs. More specifically, there are a few studies that
have shed light to the experiences/ and or factors that have helped shaped their success in 4-year
institutions and professional degree programs. In addition, studies that have integrated LatCrit as
a conceptual framework to examine the educational experiences of Latinas who have
successfully navigated institutions of higher learning and graduate programs will be explored.
Gandara (1982) investigated the backgrounds and educational experiences of 17 Latinas
who had successfully completed an M.D., J.D., and Ph.D. degree. Of the 17 women, 4 held an
M.D., 4 held a J.D., and 9 held a Ph. D (Gandara, 1982). Gandara (1982) did not incorporate a
theoretical framework into her study, instead she isolated factors that she believed contributed to
the participant’s high educational attainment to explore experiences and critical life events
related to their educational aspirations. The 17 participants were administered a semi-structured
interview that consisted of 117 structured questions. The interview questions fell into 10
different categories: “background information (i.e. demographics), religion, parental
characteristics (i.e. mother and father academic support and educational), home environment,
school factors, peer relationships, community influences, health factors, ethnic
identity/acculturation, personal attitudes, and experience” (Gandara, 1982; pg. 170). However,
the study revealed that only a few of these factors were influential in the educational
achievement of these 17, academically-oriented Mexican Americans (Gandara, 1982).
Although a conversational method was used to provide participants the opportunity to
voice their critical life events and experiences via an interview, the researcher guided the
EXPERIENCES OF MULTIETHNIC LATINAS 29
conversation by asking structured questions instead of open-ended, about factors she believed to
be influential in the participant’s high educational attainment. The structured interview questions
did not provided participants with the opportunity to narrate significant stories and events that
they felt influenced their success in their professional programs as when using testimonios
coupled with a LatCrit framework.
Furthermore, the researcher hypothesized that father’s educational values would play a
larger role in fostering the participant’s high educational attainment, in comparison to mother’s
educational values. This was prompted by the stereotypical notion that Latinx fathers interact
with the outside world, since they are known to be the breadwinners of the household as well as
the pillar of the family (Clawson, 2006). On the other hand, the literature has illustrated Latinx
mothers as submissive and home-bound, responsible of the house duties and caring for the
children (Murillo, 1971; Hurtado, 1998). However, results indicated that participant’s mothers
played a crucial role in fostering the participants’ educational aspirations. Specifically, 65% of
the participants noted that their mothers worked outside the home and had as much or more
power with respect to making decisions of the family, in comparison to their fathers (Gandara,
1982). These percentages contradict with the stereotypical notion that Latinx mothers are
submissive and the main caregivers of the children and the home (Hurtado, 1998).
The participants of this study noted being good students throughout their earlier
educational years. In addition, they all attended integrated schools while growing up.
Specifically, the participants shared that attending integrated schools, helped them integrate to
the Westernized culture and navigate higher education systems more effectively. Despite the
different physical characteristics distinguishing Latinas from their White counterparts, the
participants own perceptions revealed that they felt comfortable in both the Mexican and
EXPERIENCES OF MULTIETHNIC LATINAS 30
Westernized culture. Furthermore, the study also revealed that although the participants’ parents
were unable to provide academic guidance due to their limited education, they depended on their
parent’s emotional support to pursue and succeed in their professional programs (Gandara.
1982). Furthermore, this study failed to showcase the lived experiences and realities of Mexican-
American women traversing professional programs.
A dissertation study done by Garcia (2014), examined the personal stories and
educational experiences of nine Mexican-Americans who were born in Mexico but moved to the
United States at a young age and had attained both a bachelors and graduate degree. Garcia
(2014) chose to focus on academically successfully Mexican-American women, because of the
dearth of information on the academic success stories of this particular group in educational
research. Garcia (2014) used both Latina/o Critical Theory (LatCrit) and Chicana/Latina
Feminist Theory, to frame her study. The researcher wanted to explore the experiences of the
participants in an in-depth manner, and through a first-person narration. Since, testimonios are a
powerful methodology used in the LatCrit framework, the study gathered data through individual
narrative testimonios of the personal and educational experiences of the nine participants. The
study also included a focus group platica to allow participants to share their stories and realities
with other women with similar backgrounds. The testimonios were gathered through an informal
interview, to elicit an easygoing conversation between the researcher and the participant (Garcia,
2014). The focus group platica included all participants, to provide them the opportunity to share
their personal stories (testimonios) with each other and interact with one another. More
importantly participants shared their personal narratives together and converse with each other
about their individual/similar experiences (Garcia, 2014).
EXPERIENCES OF MULTIETHNIC LATINAS 31
Garcia (2014) found that testimonios provided participants the opportunity to reflect on
their own lived experiences that contributed to their academic success. More importantly, it gave
participants the opportunity to share their personal stories and most urgent memories and/or
experiences related to their academic success in institutions of higher learning and graduate
programs (Garcia, 2014).
The study shares the individual stories of all nine Mexican-American women who have
successfully completed an undergraduate and graduate program, despite a myriad of barriers and
challenges (Garcia, 2014). The researcher found that themes related to family, navigating
educational systems, challenges, language, identity, and social support emerged in the
testimonios of each participant (Garcia, 2014). One of the participants who narrated her story to
Garcia (2014) shared about her educational experience in her graduate program while being
pregnant and surpassing contextual challenges such as being in a counseling graduate program
where she was the only Latina, reading books that illustrated the Latino community negatively,
and where her point of views and ideas where often looked down upon. Although she surpassed
such challenges in graduate school while pregnant, she successfully attained her degree, “only 3
of us finished the program, and I was the only woman…” (Garcia, 2014; pg. 136). Another
participant shared that learning to live independently away from her family and financial
difficulties were some of the experiences and challenges she surpassed when pursuing her
undergraduate degree (Garcia, 2014). However, despite the challenges, the participant noted that
with the support of her family and the financial assistance of her siblings, she was able to
continue her studies and attained her undergraduate degree (Garcia, 2014).
This study helped capture the power of testimonios in representing the lived experiences
and verbal journeys of Mexican-American women born outside the United States. In their
EXPERIENCES OF MULTIETHNIC LATINAS 32
testimonios, participants share their backgrounds, challenges, lived experiences and educational
trajectories (Garcia, 2014).
Similarly, Gonzalez (2007) conducted a qualitative study that examined the experiences
of 12 Latinas during their doctoral education. The 12 participants in the study self-identified as
Latinas, Chicana, and Mexican American. The study examined the following two research
questions; “What were the educational experiences of Latina faculty during their doctoral
studies?” and “How did they survive and thrive in the face of institutional challenges?’’ to
explore the experiences Latinas face in pursuit of a doctoral degree. Gonzalez (2007) used
Resiliency Theory as the theoretical framework to structure the study and answer the research
questions. The researcher defined resiliency theory “a form of theoretical knowledge and
problem-solving the focuses on assets of people and systems, rather than on the deficits”
(Gonzalez, 2007; p. 292). The 12 participants were interviewed using a semi-structured interview
protocol. During the interview, participants were asked “general questions or topics” to create an
interactive dialogue between the researcher and the participants and to provide the participants
with the opportunity to tell their stories (Gonzalez, 2007). After transcribing the interviews and
analyzing the data, findings were themed according to resiliency theory concepts (i.e. social
competence, problem-solving, autonomy, and sense of purpose).
The first theme discussed in the findings was social competence, which was described as
the ability to communicate, empathize, care and forgive (Gonzalez, 2007). In telling their stories,
and discussing social competence, many participants revealed that they had a harder time
adjusting to the doctoral program than adapting as faculty members in institutions of higher
learning. They also shared that they had an easier time forming friendships with other Latinas
that were pursuing a doctoral degree, but had a difficult time building relationships with peers
EXPERIENCES OF MULTIETHNIC LATINAS 33
and faculty that were white. Participants also shared in their narratives feelings of isolation, as
well as experiences related to racism while in their doctoral program. One participant shared the
following, “It was just the overall sense of isolation being on that campus and knowing that I was
one of few doctoral students who was a woman of color…” (Gonzalez, 2007; p. 294). Another
participant shared her experiences with racism, recounting an incident she had with one of her
professor who refused to let her write a paper using Chicano theory as a conceptual framework.
In her narrative, she noted, “Professors still don’t know how to deal with students of color, or
issues having to do with students of color…” (Gonzalez, 2007; p. 294). Another participant
shared in her narrative that she left the program for a few years because the doctoral program
was an isolating and alienating world, especially for Latinas who had no support, “I left my
doctoral program because I was an alienated graduate student… I didn’t know what I was
doing…” (Gonzalez, 2007; p. 295).
The second theme discussed in the findings was problem solving, which the researcher
described as the ability to think critically and become resourceful in the mist of challenges. In
their narratives, the participants revealed the importance of becoming resilient to successfully
complete their dissertation, “survive hostile dissertation advisors” and graduate from the program
(Gonzalez, 2007). In addition, one participant shared in her narratives that the dissertation
process was an important part of finishing her doctoral, despite the lack of support from her
dissertation advisor and committee. The third theme discussed in the findings was autonomy,
which the researcher described as the “ability to act independently” and take control of one’s
environment (Gonzalez, 2007). Participants revealed that building autonomy meant becoming
bicultural and understanding their ethnic identities to surpass experiences related to their
ethnicity and gender. Developing a sense of autonomy helped many participants excel
EXPERIENCES OF MULTIETHNIC LATINAS 34
academically, despite facing racism and alienation due to their ethnic background and gender
(Gonzalez, 2007). The participants learned to assert their ethnicity and biculturalism, regardless
of the hostile and alienated atmosphere present in their program and institutions (Gonzalez,
2007). The last and fourth theme discussed in the findings was sense of purpose. In telling their
stories participants revealed that the desire to make their families and Latinx community proud
elicit their resiliency, sense of purpose in the program and their desire to thrive and complete the
program, despite the institutional challenges (Gonzalez, 2007).
This study used all the foundations of LatCrit, issues of racism, alienation, segregation,
and lived experiences of Latinas in educational systems. However, the study used resiliency
theory instead to explore how Latinas in doctoral programs surpass institutional challenges to
excel academically by increasing their social competence, developing problem-solving skills,
developing a sense of autonomy, and finding purpose for their success. Regardless of the
challenges and experiences the Latinas in the study surpassed, they learned to navigate
oppressive institutions of higher learning, without assimilation, but by learning how to challenge
and persevere for the goal; attaining a doctoral degree.
Gonzales (2012) conducted a qualitative study that examined and captured the academic
success stories of 3 Latinas who successfully obtained their doctoral degree, despite the odds.
Gonzales (2012) used Bourdieu’s theory of cultural capital and Critical Race Theory to frame the
study. According to Gonzales (2012) cultural capital refers to social assets of an individual (i.e.
education, intelligence…) that stimulate “social mobility in a stratified society” (Gonzales, 2012;
p. 126). The researcher wanted to examine how cultural capitol played a part in the participant’s
educational experiences while pursuing a doctoral education. This study was a continuation of an
earlier study the researcher developed in 2006, where she interviewed 13 Latina faculty members
EXPERIENCES OF MULTIETHNIC LATINAS 35
and found that Latinas noted the following as crucial contributors of their success in their
doctoral education; music, faith, and close familial relationships such as parents (Gonzales,
2006). They also provided a glimpse of different kinds of cultural capital that contributed to their
success. However, for her study conducted in 2012, Gonzales wanted to learn more about these
different kinds of cultural capital that were noted in her first study, by asking three of the original
participants to share a more in depth and “broader view of their educational experiences” in their
doctoral education. The three participants were selected based on the following three criteria;
pursued a doctoral degree in a U.S. institution, came from a working-class family, were first-
generation college graduates (Gonzales, 2012). Gonzales (2012) used testimonios as the
methodology tool to collect the stories and educational experiences of the participants. The
participant’s narratives revealed that education was an expectation, meaning their parents
expected them to pursue a college education and advanced degree. One participant revealed that
education was a priority and her parents instill the value of education to her and her siblings at a
very young age (Gonzales, 2012). Another participant shared that her parents did not expect her
to do household duties and adopt to Latino traditional gender roles, instead they prefer for her to
focus on her academics (Gonzales, 2012). Another participant revealed that although her parents
were not wealthy, they valued education instead of economic achievement.
All participants revealed that “devotion to their families and to their Latina/o
communities shaped their successful academic and professional careers” (Gonzales, 2012, p.
133). In addition, one participant noted that building a supportive community positively
influenced her educational experiences and success (Gonzales, 2012). The three participants
revealed that their parents strong work-ethic instilled in them elicit their inspiration and
determination to excel in their education and successfully obtain their doctoral degree (Gonzales,
EXPERIENCES OF MULTIETHNIC LATINAS 36
2012). Furthermore, the participants shared the importance of balancing their lives to enjoy time
with friends and family while in their doctoral program and as faculty members (Gonzales,
2012).
In summary, Latinas in graduate programs face a complex array of issues that make it
challenging to traverse institutions of higher learning. However, the ways in which they respond
to those challenges throughout their educational journey can either influence or hinder their
educational aspirations (Rodriguez, et al., 2001). More importantly, no studies have explored the
educational experiences or institutional challenges, multiethnic surpass while in graduate
programs. The following concepts also play a pivotal role in the educational experiences of
Latinas in higher education systems and when pursuing advanced degrees.
Family and Latinas Pursuit for Higher Education
It is important to understand how family influences Latinas pursuit of higher education.
Research indicates that many Latinas must follow certain family expectations that may prevent
them from furthering their education (Rodriguez et al., 2001; Clawson, 2006). In the Latinx
culture, familism is a cultural value that is defined by Halgunseth, Ispa, and Rudy (2006) as “a
focus on family as the primary source of emotional support and connections” (p. 1285).
Similarly, Vega (1990) defined familismo as a cultural value that involves dedication, and
commitment to family. In a household that values familism, Latinas may be expected to put the
needs of their family first before their own needs, even if it means putting a pause in their
educational endeavors (Vega, 1990). Specifically, this may create additional pressure for Latinas
who are planning to attend college but are afraid to disobey familial obligations (Sy, Romero, &
Chaves-Joy, 2006).
EXPERIENCES OF MULTIETHNIC LATINAS 37
Although familism may serve as a barrier for Latinas in pursuit of higher education,
studies have shown that family plays a crucial role in the career aspirations and education
attainment of Latinas (Comas-Diaz & Greene, 1994; Martinez, Torres, White, Mendrano,
Robledo, & Hernandex, 2012). Latinx parents help shape the educational ambitions of Latinas at
a very young age (Ceballo, 2004). Latinas pursuing higher education mentioned family as a key
component for their desire to attain a college degree (Martinez et al., 2012). Zalaquett and Lopez
(2005) explained that parents can help provide Latinas the emotional support to traverse and
succeed in institutions of higher learning. In addition, strong familial support plays a critical role
in the Latinas succeeding in graduate degree programs (Anchor & Morales, 1990). A mixed-
method study done by Achor and Morales (1990) examined critical events that led to the pursuit
of a doctoral degree in 100 Chicanas. Results showed that 41.9% of the participants stated that
their family positively influenced their decision to pursue and obtained a doctoral degree.
Zalaquett and Lopez (2005) conducted a qualitative study that examined the stories of 13
academically successful undergraduate Latina/o students. The findings revealed that for Latinas,
mentorship from family members served as supportive factor in helping them succeed in high
school and being accepted into college (Zalaquett & Lopez, 2005). Although the literature has
noted that family can serve as a barrier to the educational success of Latinx in higher education,
for Latinas specifically, family plays a significant role in their college persistence and degree
attainment (Fan & Chen, 2001; Fuglini, 1997; Hill & Torres, 2010).
In Latinx families, it is not out of the ordinary to find that the leading breadwinner of the
household is a male instead of a female. Traditionally, Latinas oversee the children, providing
child rearing and completion of house duties (i.e. cleaning, cooking, and laundry) instead of
aspiring for a career (Espino, Munoz, & Kiyama, 2010). Although these traditions may be true
EXPERIENCES OF MULTIETHNIC LATINAS 38
for some Latino families, it is not true for all. However, gender role conflicts can arise for
Latinas within families in which these traditions still exist (Geasler, 1995). Unfortunately for
many Latino parents, Latinas are being brought up in a country where the gender roles and
traditions are completely different. For example, the prosperity in the United States means that
many Latinas can finds jobs and pursue a college education, which then leads to independence
instead of the dependence of a husband or the family for financial support.
More importantly, placing family’s wellbeing over their own individual achievement may
be perceived as a lack of assertiveness or a sense of independence in many Latinas (Gonzalez,
2006). Even for Latinas who have advanced their education and have entered the workforce due
to economic need or for their own fulfillment, such decision can result in direct conflict with
their family’s cultural traditions and obligations (Espino et al., 2010). In some circumstances,
Latinas may be praised for their accomplishments, breaking the glass ceiling that society has set
for Latinas in the world of academia. In other circumstances, Latinas may be accused of being a
“sellout” or a “vendida” for attempting to be “too White and independent” and for putting
educational aspirations above family obligations (Gonzalez, 2006). According to Gonzalez and
(2006) negotiating a balance between academic expectations and family cultural obligations can
create a challenge for many Latinas in graduate programs.
Gender Roles and Latinas Pursuit for Higher Education
When examining the educational experience of Latinas, one should explore the topic of
gender and its influence on educational attainment. The Latino culture has its own set of
traditional gender expectations for both women and men. Latinas are expected to marry and have
children at a young age (East, 1998). The expectations to start a family and get married earlier on
may pose a challenge to Latinas in pursuit of a graduate degree. Often, expectations from family
EXPERIENCES OF MULTIETHNIC LATINAS 39
and institutions of higher learning clash, leaving Latinas in a position where they must choose
one over the other. More importantly, we live in a society where gender specific stereotypes still
exist, especially towards women.
Men are expected to pursue careers in fields such as engineering, medicine and business
(Gandara, 2006). Women are still underrepresented in science, technology, and engineering
majors (Catsambis, 1995; Dowd, Malcom, Bensimon, 2009). This is due to a myriad of reasons,
but mainly due to the gender expectations allocated to women in our society and pre-existing
educational stereotypes that have form a glass ceiling effect (Lopez & Chesney-Lind, 2014).
Furthermore, these gender prejudices can discourage Latinas from pursuing higher education and
enrolling in graduate programs (Lopez & Chesney, 2014). It is important to understand the
gender expectations of the Latino culture to explore how these expectations impact the
educational experiences and attainment of Latinas.
To better understand the educational experiences of Latinas, one must understand the
gender roles in their cultural context and home environment (Cammarota, 2004; Daisey & Jose-
Kampfner, 2002). Although Latinas are outperforming Latino males in institutions of higher
learning (Aud, Fox, & KewalRamani, 2010). Latinas surpass many more concerns and
expectations than Latino men in the pursuit for higher education (Lopez, 1995). For instance,
Latinas may be concern about what their parents think regarding their desire to pursue a higher
education (Espino et al., 2010). They may worry that their educational aspirations may conflict
with their parental expectations, obligations and cultural gender-role expectations. According to
Stevens (1972) machismo and marianismo are two terms used to discuss Latinx gender identity
and gender-role expectations. Clawson (2006) noted that Machismo and Marianismo help define
the gender roles and expectations within the Latinx culture. Both terms help explain how men
EXPERIENCES OF MULTIETHNIC LATINAS 40
and women, are expected to interact and present themselves to one another at school, home, and
to the community (Clawson, 2006).
In the Latinx culture, the ideal woman is pure, nurturing and willing to serve their partner
or husband (Hurtado, 1998). More importantly, Latinas are expected to be submissive and
inferior to men and the preservers of the family (Clawson, 2006; Hurtado, 1998). Hurtado
(1998) noted that for Latinas to be considered a good woman, they must remain pure until
marriage. In a study developed by Asencio (1999), Latinas were asked about their beliefs and
rationale about gender roles within the Latinx community. The participants responded that
women who are married and give birth are more inclined to be nurturing and in need of male
protection. On the other hand, women who are sexually-active and have multiple partners are
labeled as “sluts” (Asencio, 1999). In other words, a woman that does not exhibit the traits that
define a good woman is perceive unpure and bringing shame to not only herself, but her family
as well (Asencio, 1999). In the Latinx culture, the definition of a woman is a social construct that
Latinas learn through their interactions with men and their relationships and interactions with
their mothers, grandmothers and aunts (Hurtado, 1998; Lopez & Chesney-Lind, 2014).
At home, Latinas learn from their parents the traditional gender expectations of a “good
woman” and “bad woman” (Asencio, 1999). A good Latina places their family above anything,
which means that their educational aspirations and goals come last (Lopez & Chesney-Lind,
2014). For example, Latinas that are too career-oriented and academically ambitious are perceive
as too independent, selfish or “white wash” (Jackson, 2006, Miller, 2013) This results in Latinas
feeling pressured to uphold the reputation of a good woman, while struggling to navigate
educational systems (Asensio, 1999). In addition, Latinas also deal with the parental expectations
of living at home or close to home to continue to fulfill their family obligations (Valenzuela,
EXPERIENCES OF MULTIETHNIC LATINAS 41
1999). In addition, they have the additional pressure of having to assimilate into the Westernized
culture that encourages women to be independent and career-oriented (Miller, 2013; Simmons,
2002). Latinas in high school and during their college careers live in two worlds, one that is
heavily traditional and one that opens the door to a myriad of opportunities (Miller, 2013).
Valenzuela (1999) noted that Latinas feel confined to follow the traditional expectations of their
families, while living in a world that exercises independence and individuality among women.
Masculinity plays a central role in the social identity of men in Latinx cultures. In many
Latin American countries, machismo is a concept that is accepted and expected for Latinx men to
express their masculinity to women (Mirande, 2007). In Latinx cultures, a man is not defined by
how caring and loving he is to his wife but how good he is at showing his masculinity (Clawson,
2006). A Latino male can go on to pursue their education, without needing to follow
expectations in the household, besides being the breadwinner. On the other hand, Latinas must
complete their college education, while following the expectations of the household (Valenzuela,
1999).
In summary, family and gender roles can play a crucial role in the educational
aspirations/experiences of Latinas in undergraduate and/or graduate programs. The next section
will review how Latina identity relates to the educational experiences of Latinas.
Latina Identity
We live in a world where race and ethnicity, distinguishes a person from another. Many
Latinas struggle to make sense of their educational experiences due to navigating multiple
identities, while struggling to fit into the world of academia but staying in touch with their
cultural roots (Godinez, 2006; Holing, 2006; Villenas, Godinez, Bernal, & Elenes, 2006). Espino
and colleagues (2010) examined the multiple identities of three Latinas who had successfully
EXPERIENCES OF MULTIETHNIC LATINAS 42
attained their doctoral degree and were completing their second year as faculty members. Espino
et al., (2010) used both Critical Race Theory and pedagogy of sisterhood to explore how the
participant’s multiple identities, which the researchers referred to as trenzas de identidades
multiples (Godinez, 2006), influenced their educational and career trajectories. According to the
researchers, trenzas represent multidimensional identities that address the intersectionality of
racism, gender, race, language, social-class, culture, and immigration status to create specific
identities that help define a person (Espino et al., 2010). The researchers used testimonios in the
form of platicas to gather the personal and educational narratives of the three Latinas navigating
multiple identities while pursuing their doctoral degree. The participant’s narrative stories
revealed that while in their doctoral program, they had to navigate multiple identities: as a wife,
mother, daughter, scholar, Latina, and woman, to attempt to maintain their cultural identity,
while establishing an academic identity. They revealed that each identity played a crucial role in
their educational journey towards the doctoral program, surpassing institutional challenges, and
while establishing their careers as faculty.
Banuelos (2006) examined the gendered experiences of five Latinas pursuing a doctoral
degree. Similarly, to the results of Espino et al., (2010), the Latinas of this study also noted that
their identity development was complex and encompassed multiple identities that helps them
navigate the doctoral program, despite institutional challenges. The five Latinas shared in their
narratives, the feeling of not belonging, isolation, and marginalization due to their gender and
cultural background. Banuelos (2006) explored cultural citizenship, which was defined as “the
contestation that takes place over spaces of belonging” (Banuelos, 2006; p. 98). Participants
shared that they experienced internal and external conflicts related to cultural citizenship;
wanting to belong in the dominant culture, academic culture, and struggling with their identity
EXPERIENCES OF MULTIETHNIC LATINAS 43
(i.e. based on gender, culture and ethnicity (Banuelos, 2006). All five participants revealed that
although they got admitted into their graduate program based on merit and hard work, they never
felt that they belonged and felt isolated in the doctoral program (Banuelos, 2006). In addition,
participants revealed that to surpass feelings of isolation, exclusion and develop feelings of
belonging, they had to navigate multiple identities (i.e. scholar, Latina, women) to succeed in the
doctoral program (Banuelos, 2006). More importantly, the participants took it upon themselves
to find other Latina doctoral students and create a community where they felt they belonged
(Banuelos, 2006).
Holling (2006) explored the identity development of 8 undergraduate Latinas, which
included their racial, ethnic, cultural, sexual, and gender identity via counter-storytelling. The
participants shared their experiences of being exposed to gender role socialization at a young age
by their parents, learning the social, gender expectations, and attitudes associated to being a
Latinx women (Holling, 2006). They shared about their exposure to gender stereotypes at home
and how such stereotypes became firmly entrenched beliefs, since they were also reinforced by
other elements of their environment outside the familial context (Holling, 2006). In their
narratives, all 8 Latinas shared about witnessing distinctive gender roles in their household while
growing up; women in their families were compliant, passive and in charge of the household
chores, while men were authoritative and the pillars of the house (Holling, 2006). Participants
noted that they felt a significant responsibility towards their families and felt guilty for choosing
to become independent and pursue a college education, which conflicted with their cultural
upbringings and restricted them from meeting all familial expectations (Holling, 2006). The 8
Latinas spoke about the difficulty of straddling two cultures, and at times feeling more
interconnected with one over the other, while continuously seeking to belong in the higher
EXPERIENCES OF MULTIETHNIC LATINAS 44
education system while embracing their family’s culture and the gender role expectations within
their culture. For example, participants revealed that their Latina identity is influenced by the
Latinx female gender roles they learned while growing up, while dealing with the additional
pressure of developing an identity that assimilates with the Westernized culture.
Bicultural Identity
Watford and colleagues (2006) noted that Latinas in higher education essentially live in
two worlds and must become bicultural to develop a cultural orientation that balances both their
sense of family obligations and desire for higher education. However, the literature has neglected
to illustrate how multiethnic Latinas navigate an identity that reflects their parent’s different
heritages and assimilates with the Westernized culture. Bicultural identity and biculturalism are
two constructs that are used interchangeably. For example, bicultural identity is the process of
being oneself while combining the presence of two cultures (Berry, 1997). Biculturalism is also
considered the process in which a person from an ethnic group can integrate two cultural
orientations, which include the ethnic culture and the dominant culture (Schwartz & Zamboanga,
2008). Latinas traversing institutions of higher learning become bicultural by modifying their
behaviors and actions to include beliefs imposed by the dominant culture and those of their
ethnic background into their identities (Watford et al., 2006). Latinas in higher education grapple
with the process of understanding both the dominant culture and their ethnic background, which
can be influenced by various factors such as family, friends, and the school environment.
Hernandez-Bentancor (2012) explained that Latinas are caught between the demands of two
cultures and must deal with all the conflict and tensions they experience from the pressure of
fulfilling multiple roles as a daughter, scholar, and Latina. By embracing elements of both
cultures, Latinas can assert themselves in the world of higher education but also retain their
EXPERIENCES OF MULTIETHNIC LATINAS 45
interdependence and connections with family (Godinez, 2006; Espino et al., 2010; Watford et al.,
2006). Interestingly, research has suggested that a person that is bicultural can be competent in
both cultures (Berry, Kim, Power, Young, & Bujaki, 1989). However, no studies have examined
the personal stories of multiethnic Latinas that have navigated the higher education system.
Summary
In conclusion, there is limited studies that have explored the educational experiences and
academic success stories of Latinas. Specifically, there are no studies that have examined the
lived educational experiences and personal stories of multiethnic Latinas who have successfully
traverse institutions of higher learning and graduate programs. The limited studies examining the
educational experiences of Latinas have revealed that family plays a crucial role in the academic
perseverance of Latinas in graduate programs (Garcia, 1982; Garcia, 2014; Gonzalez, 2007;
Gonzales, 2012). In addition, gender-role expectations can hinder the success of Latinas in
higher education (Banuelos, 2006; Holling, 2006). More importantly, Latinas must navigate
multiple identities to effectively traverse graduate programs, while surpassing institutional
challenges (Espino et al., 2010).
EXPERIENCES OF MULTIETHNIC LATINAS 46
CHAPTER THREE: METHODOLOGY
The personal stories and lived educational experiences of multiethnic Latinas in the
United States have been overlooked in educational research. This is a population that continues
to grow through intermarriages across different Latinx groups or Latinx and non-Latinx ethnic
groups. The continued underrepresentation of Latinas in higher education elicits an important
context for this study, which focuses on five academically-oriented multiethnic Latinas whose
personal stories and lived educational experiences are examples for educators, counselors and
future generations. Scarcely ever, in educational research do these women get the opportunity to
openly share and thoughtfully reflect on their educational life journeys and lived experiences.
The multiethnic participants successfully navigated the educational pipeline and continued to
post-baccalaureate education. Individual narrative testimonios of lived educational experiences
were explored to answer the following research question:
1. How have the lived experiences of multiethnic Latinas, revealed through
testimonios shaped their educational success?
A narrative research approach was utilized to encourage the five participants to share
their lived educational experiences. LatCrit utilizes narrative methods such as testimonios to
illustrate verbal journeys of a persons or a group of people lived experiences (Delamont, 2012;
Villalpando, 2004). Given the increasing number of multiethnic Latinx in the U.S., the inclusion
of LaCrit provides a theoretical foundation to analyzing the personal and lived educational
experiences of this distinct population. Using LatCrit as a conceptual framework, the analysis of
this study was concentrated on the participants’ testimonios as counter-narratives, which helped
unfold and examined each participant’s educational trajectories.
EXPERIENCES OF MULTIETHNIC LATINAS 47
Qualitative Methods
This study utilized a qualitative research approach to explore the personal and lived
educational experiences of five multiethnic Latinas. Creswell (2014) explained that qualitative
research is used to discover underlying meanings, patterns of relationships and generate ideas
that will help us think critically. In addition, not much research has been done on multiethnic
Latinas. Patton (2005) noted that qualitative methodologies are the most suitable for areas of new
research that have yet to be explored in past literature and where one seeks to better understand
the experiences of a specific population from their own perspective. More importantly,
qualitative methods provide in-depth, descriptive and interpretive data (Creswell, 2014). The
purpose is to gather the richest possible data to fully illustrate the complexity and depth of a
problem or the topic of interest (Patton, 2005). According to Cladinin and Connelly (2000)
narrative research is a qualitative method that helps researchers understands the lived
experiences of a specific population through story-telling.
LatCrit and narrative inquiries such as testimonios capture personal and collective stories
while raising awareness and contributing to a deeper understanding of the lived experiences of a
specific individual or groups of individuals (Fernandez, 2002). Testimonios and counter-
narratives emphasize the importance of perspectives, reflections and contextualized experiences
voiced from a first-person narrative (Fernandez, 2002; Solórzano & Yosso, 2002). LatCrit
enables researchers to better communicate the experiences of Latinas, through a comprehensive
examination of the unique issues this group encounters (Solorzano & Bernal, 2001). The
collected stories, which in this study were collected via testimonies in the form of counter-
narratives, gave the participants the opportunity to share the lived experiences that fostered their
educational success and counter deficit-based educational studies that continue to display the
EXPERIENCES OF MULTIETHNIC LATINAS 48
underrepresentation of Latinas in higher education. The narratives shared by the participants
were analyzed and provided a deeper understanding about their lived educational experiences
and experiential knowledge (Solórzano & Yosso, 2002).
Context
Participants were purposefully invited to the study based on their multiethnic and
educational background. Purposeful sampling is a method of identifying and selecting
individuals or groups of individuals that are experienced with or knowledgeable about the topic
of interest (Creswell, 2014; Palinkas, Horwitz, Green, Wisdom, Duan & Hoagwood, 2015). In
addition, Bernard (2002) notes the ability of participants to communicate experiences in a
reflective and expressive manner by way of this sampling procedure. Therefore, this study
required a sample that understood and experienced the phenomenon of interest. For this study, all
selected participants met the definition of multiethnic Latina as presented in this study. To be
exact, the participants self-identified as both Latina and multiethnic, and had heritage in more
than one Latinx origin group or had heritage in one Latinx origin group and one non-Latinx
origin group. Participants were solicited to participate in this study via email with
a recruitment letter found in Appendix C.
Setting(s)
The setting for each interview took place in a natural setting convenient to the participant,
yet conducive to an in-depth and confidential interview. Due to the disclosure of sensitive and
personal information via the narratives, participants chose the place where they felt comfortable
being interviewed. Participants were given the opportunity to choose a place that represented them
or reflected all or one of their ethnic identities. The goal was to provide the participants with a
EXPERIENCES OF MULTIETHNIC LATINAS 49
comfortable environment where they could freely voice their stories. Preferred locations were at
the participant’s home or a coffee shop.
Participants
The five participants in this study range in age: early 20s to early 30s. This small range in
age was selected to better understand the experiences of multiethnic Latinas who are in different
stages of their educational career. Despite the educational differences, the participants had
several key factors in common. The criteria for participants were as follows:
1) Born in the United States
2) Navigating one or two Latinx heritages
3) Attainment of a bachelor’s degree/master’s degree or enrollment in a graduate school
educational program.
4) Identifies as both multiethnic and Latina
Below I introduce the five women who participated in this study. For the purpose of
confidentiality, I changed the names of the participants, the colleges they attended, and details
necessary to protect their identity.
Rosamaria. Rosamaria is a 28-year-old that identifies as a multiethnic Latina. She
ethnically self-identifies as Mexican and Salvadoran. She was born and raised in a city
southwestern of Los Angeles County. Rosamaria grew up with both parents and she is the
youngest of three children. Her two older brothers did not graduate high school or attended
college. Her mother is from El Salvador and her father is from Mexico. Her mother left her
native country due to the Civil War in El Salvador, and her father left his native country of
Mexico in search for a better future. Rosamaria’s mother worked as a housekeeper, and her
father worked as a hotel cook. She attended public schools from kindergarten, all the way to her
EXPERIENCES OF MULTIETHNIC LATINAS 50
undergraduate education. Rosamaria remembers that her educational experiences were guided by
her mentors who showed interest in her from a young age. Her parents always wanted a college
education for her and encouraged her to further her education beyond a bachelor’s degree. She
earned a bachelor’s degree in Child Development and earned a master’s degree in Social Work.
She is currently a doctoral student in Educational Leadership.
Ruth. Ruth is a 32-year-old that identifies as a multiethnic Latina. She ethnically self-
identifies as Panamanian and African. Her mother is from Panama and her father is from the
Ivory Coast. She is the middle child of three siblings. She was born and raised in a city
southeastern of Los Angeles County. Ruth grew up with both of her parents, an older brother,
and two sisters. Both of her parents did not attend college in their native countries. From
elementary school to college, Ruth was classified as an ELL (English Language Learner) and
placed in remedial classes. She remembers that in elementary school she was constantly tested
and was told that she was reading at a kindergarten level. Growing up Ruth’s parents wanted her
to learn three different languages: Spanish, French and English. She learned to speak Spanish
fluently but not French. Her father always had college aspirations for her and her siblings. Ruth
attended community college first before she transferred to a 4-year public university. Ruth has a
bachelor’s degree in Spanish Linguistics and earned a master’s degree in School Counseling.
Ruth is the only one among her siblings that has pursued a graduate-level degree. She is
currently a school counselor at a high school in South Central.
Victoria. Victoria is a 23-year-old that identifies as a multi-ethnic Latina. She ethnically
self-identifies as Mexican and Filipino. Her mother is from the Philippines and her father is from
Mexico. She is the youngest of three siblings. She was born and raised in a city northeastern of
Los Angeles County. Victoria grew up with both of her parents, a brother and an older sister. Her
EXPERIENCES OF MULTIETHNIC LATINAS 51
mother is a college graduate, she earned a bachelor’s degree in nursing in her native country of
the Philippines. Victoria’s father was not able to finish community college here, because her
mother became pregnant with her older sister. Victoria remembers that she was extremely shy
when she was in elementary school. She recalls that her elementary teachers would sign her up
for school competitions such Math-A-thon, oratorical contests and spelling bees to help her
socialize with other students and help build her public speaking skills. Although she was shy,
Victoria was a good student and excelled academically. Although she doesn’t speak Spanish
fluently she understands it because her father’s family always tries to speak to her in Spanish.
While in high school Victoria remembers that one of her 11
th
grade teachers told her that she was
going to drop out of high school. However, Victoria graduated high school and attended a well-
known public university. Her parents always had college aspirations for her. Victoria is the only
one among her siblings that has pursued a graduate degree. She is currently pursuing a graduate
degree in educational counseling. She earned a bachelor’s degree in Political Science with a
minor in Chicano/a Studies prior to starting her graduate program. Her career goal is to become a
community college counselor.
Yesenia. Yesenia is a 27-year-old that identifies as a multiethnic Latina. She ethnically
self-identifies as Mexican and Guatemalan. Her mother is from Mexico and her father is from
Guatemala. She is the middle child of three siblings. She was born and raised in a city
northwestern of Los Angeles County. Yesenia grew up with both her parents, who later divorced
during her last year of high school. She was the first college graduate from both sides of the
family and was also the first in her family to obtain a master’s degree. She recalls constantly
being told by her parents that she needed to go to college. Yesenia attended a charter high school
that was geared to prepare students for college. During high school, she was part of her school’s
EXPERIENCES OF MULTIETHNIC LATINAS 52
cheerleading team and a college access program called NAI. Yesenia would always get good
grades throughout elementary and high school, however she experienced difficulties during her
first year of college, when she transferred from a community college to a four-year
predominantly white institution. She earned a bachelor’s degree in English, and master’s degree
in Guidance and Counseling. She is currently a tenured-track counselor at a community college
in Los Angeles.
Dolores. Dolores is a 28-year-old that identifies as a multiethnic Latina. She ethnically
self-identifies as Guatemalan and Nicaraguan. Her father is from Guatemala and her mother is
from Nicaragua. She is the oldest of three siblings. She was born and raised in a city in
southwestern Los Angeles County. Dolores grew up with both of her parents, a younger brother
and a younger sister. Her mother left her native country due to the Civil War in Nicaragua, and
her father also left his native country due to the civil war in Guatemala. Dolores mother finished
high school and did one year of college in Nicaragua. Her father on the other hand only went to
school until the second grade in Guatemala, because he started working at a very young age to
help support his family. Dolores father worked for the airport as a cargo handler most of his life
and her mother was a dental assistant. When she started elementary school, she was placed in a
pilot study that helped her learned Spanish properly instead of English. In middle school,
Dolores was classified as an ELL and placed in an ELD class up until the eighth grade. She was
transitioned into mainstream classrooms by the ninth grade, where she felt she lacked the
necessary English skills. Due to this, Dolores recalls that she struggled during her first year of
college. Both of her parents expressed their desires for a college education for Dolores. She was
the first person in both sides of the family to obtain a college and postgraduate degree, but her
siblings are following in her footsteps. After working as an instructional aide, she realized that
EXPERIENCES OF MULTIETHNIC LATINAS 53
she did not want to pursue a career in teaching and decided to pursue a master’s in school
counseling and is now a high school counselor at a high school in South Los Angeles.
Data Collection and Instruments/Protocols
The primary form of data collection for this study was testimonios, which were produced
through a semi-structured interview. The researcher conducted one, 60-minute audiotaped
interview with each participant. Interviews with each participant were scheduled 4-5 days apart
via text message. Interviews were conducted in December of the fall 2017 semester. The
participants were informed about the interview two weeks before to accommodate for personal
and work schedules. Prior to the interview process, all participants were asked to consent
participation by providing a verbal consent that affirmed their willingness to participate in the
study. To conduct the interviews and encourage participants to direct their own testimonios, an
interview protocol consisting of 11 semi-structured questions was developed (see Appendix B)
and used to allow the space for probing questions and prompt discussion. This also provided
each participant with the opportunity to recollect and share important experiences that addressed
the research question. Once all interviews were collected, participants were contacted via phone
for a follow-up interview 2 weeks later, to ask clarification questions and/ or questions that
addressed themes generated from all interviews. The purpose of the follow-up, was to ensure that
the participant’s stories were accurately being represented.
Testimonios
The methodology of this study included testimonios in the form of counter-narratives via
a semi-structured interview. The choice to use testimonies in form of counter-narratives was not
implemented with the hopes of establishing truth or generalizing results but to explore and
understand the lived educational experiences of the participants. Focusing on the participants’
EXPERIENCES OF MULTIETHNIC LATINAS 54
voices through their testimonios, participants were provided with the opportunity to freely share
their counter stories (Delgado, 1989). These types of narratives aimed at providing a different
way of thinking about the academic lives and perseverance of Latinas, and counter statistical
trends and educational studies that continue to illustrate their underrepresentation in higher
education and graduate programs. LatCrit relies on the use of counter-narratives posed by people
of color who are often silenced in the literature, to tell their stories different from the
presumptions of the dominant culture, in the form of personal testimonios (Solorzano & Bernal,
2001). Multiethnic Latinas have been greatly ignored in educational research, yet this study will
allow for the expression of their contextualized experiences (Beverley, 2008). By using a
LatCrit framework, this study used testimonios as a methodological tool to highlight the personal
stories and lived experiences of multi-ethnic Latinas that traverse educational systems and
succeeded in college and postsecondary education. The use of testimonios for this study has been
specific to Latinas in education to illustrate their lived experiences and individual stories as they
navigate the educational pipeline (Bernal, 2002). This type of methodology captured the counter-
narratives of five multiethnic Latinas as it drew from their individual lived experiences and
experiential knowledge (Fernandez, 2002). The focus of using testimonios was to have the
participants themselves guide the counter-narratives and choose what lived experiences and
recollections they wanted to bring to the surface.
Data Analysis
LatCrit and narrative research honors people’s experiences by way of stories. These
stories were empirically analyzed through narrative analysis (Clandinin & Connelly, 2000). First,
all interviews were audio recorded and transcribed. After each interview, the recordings were
transferred to a computer for safe-keeping. The interviews were all transcribed word for word
EXPERIENCES OF MULTIETHNIC LATINAS 55
into a word document. In addition, a transcribing computer program, NVivo, was utilized to
check for accuracy. Once all transcriptions were verified, analysis of the data began with the
process of codifying themes, which were color-coded. First, open codes (Corbin & Strauss,
2008) were developed to maintain participant’s ownership of their own experiences and stories.
This prompted for the researcher to read through the data several times to identify constructs,
themes, and make note of all the segments of the data considered useful to answering the
research question (Clandinin & Connelly, 2000; Maxwell, 2013). The researcher created labels
for chunks of data that summarized themes and constructs that emerged in the data (Maxwell,
2013). In addition, next to each code was an example of participant’s actual words.
Open coding was then followed by the process of axial coding, which identifies
relationships among the open codes (Merriam & Tisdell, 2016). The researcher looked for larger
categories of themes within the data by exploring for relationships and meaning between the
codes (Corbin & Strauss, 2008). Lastly, selective codes were developed to determine main
themes found in the data (Corbin & Strauss, 2008; Maxwell, 2013). Once all the coding was
developed, the research question had a clearer focus in the analysis. The implementation of the
LatCrit framework helped shed light to the emergent themes by privileging experiential
knowledge through storytelling (Delgado-Bernal, 2002). The use of LatCrit as an analytical tool
provided the ability to synthesis rich data and uncovered the themes that emerge in the
testimonios to answer the central research question.
EXPERIENCES OF MULTIETHNIC LATINAS 56
Limitations and Delimitations
Limitations
On limitation in this study was the limited time participants were provided to share their
stories. Participants were provided with only an hour. This was not enough time for participants
to recollect and share detailed experiences about their educational journeys from formal
schooling to postgraduate education. Participants may have felt rushed and shared experiences
that became apparent in the moment, as oppose to taking the time to recollect on significant
educational experiences.
Delimitations
The narrow focus and small sample size of five participants could be viewed as a
limitation but for this study, the focus and selectivity are preferred. This study only sampled five
multiethnic Latinas who self-identified as both Latina and multiethnic. These were the only
demographics provided in the study. In addition, all three participants earned a baccalaureate
degree and have or will earn a graduate-level degree. More importantly, all participants were
born in the United States.
Credibility and Trustworthiness
The goal of a qualitative study is to understand and examine our potential biases that may
impact our results or the way we perceive our findings (Maxwell, 2013). To ensure credibility
and validity of the data, the researcher made sure to account for personal biases that could
influence the findings or the interpretation of the data. In addition, the researcher made sure to
acknowledge their biases while conducting ongoing reflection of the methods to ensure relevance
of data collection and analysis (Merriam & Tisdell, 2016). Given the topic of the study, it was
imperative for the researcher to ensure interpretations of the data were transparent (Corbin &
EXPERIENCES OF MULTIETHNIC LATINAS 57
Strauss, 2008). The researcher included rich and thick verbatim descriptions of the participants to
support the findings (Miles, Huberman, & Saldana, 2013). Lastly, the researchers made sure to
demonstrate clarity throughout the process of data analysis and interpretations, to ensure biases
did not redirect the data elsewhere (Maxwell, 2013). In doing so, the researcher included the use
of member checking. Member checking is a technique utilized to help improve the credibility
and validity of the study (Birt, Scott, Cavers, Campbell, & Walter, 2016). It provided participants
with the opportunity to confirm that the interpretations and conclusions found in the data after
the interviews were transcribed, were consistent with their own understanding and experiences
(Brit et al., 2016; Creswell & Miller, 2000). This study used testimonios as a methodological tool
to provide participants with the opportunity to narrate their own stories and experiences. Member
checking ensured that the participants own narratives were used to answer the research question
and are consistent throughout the interpretation of the data (Merriam & Tisdell, 2016). The use
of member checking was valuable in gaining the opportunity to revisit sections of the data to
increase the likelihood of accurate interpretations from the participants (Creswell & Miller,
2000).
Ethics
Verbal consent from the participants and institutional review board approval, was
obtained. As an ethical consideration, participant’s names were replaced with self-chosen
pseudonyms to ensure anonymity and confidentiality. In order, to ensure that the study and data
collection were done ethically, the researcher made sure to debrief each participant about the
purpose of the study before interviews were conducted. During a brief introductory of the study
(See Appendix B), the researcher made sure to emphasis confidentiality, letting participants
know that their information will remain anonymous. Participants were informed that their
EXPERIENCES OF MULTIETHNIC LATINAS 58
participation was voluntarily, and they had the right to withdraw from the study at any time
without any penalty. For data analysis, the researcher made sure to record each interview (i.e.
with permission of each participant) to ensure that each interview was transcribed accurately,
word for word. Audio recordings and transcriptions were secured in a locked digital file on the
researcher’s computers as an additional protection measure of the participant’s confidentiality.
The LatCrit framework places to the center the lived experiences and realities of the participants
in their own voices. Thus, it was imperative to maintain in safe-keeping the recordings and
transcriptions to continuously check that their voices are accurately illustrated in the data, while
also protecting their personal information.
Researcher Positionality
My interest in multiethnic Latinas is deeply personal. To begin, I myself am a multiethnic
Latina; Mexican and Salvadoran and was born in the United States. I grew up in a disadvantaged
neighborhood and attended public schools with predominately Latino students all my life until
college. I too, have successfully journeyed along educational systems and obtained a college and
postgraduate degree. As the researcher of this study, I chose to not let my own lived educational
experiences guide the purpose of this study. We are all unique individuals who have surpassed a
myriad of experiences that may be similar or different to those of others. I chose to focus on
multiethnic Latinas, because I want to know their perceptions and how their lived experiences
significantly influenced their educational success. As of now, the literature has neglected to
explore the lived educational experiences of multiethnic Latinas that have achieved educational
success, despite the counter-narrative expectations. The rationale behind my study is to show that
despite the continued underrepresentation of Latinas in higher education, a growing number of
Latinas are breaking glass ceilings, and successfully obtaining college and postgraduate degrees.
EXPERIENCES OF MULTIETHNIC LATINAS 59
CHAPTER FOUR: FINDINGS
The purpose of this qualitative study was to gain an understanding of the lived
educational experiences of five multiethnic Latinas who have successfully navigated the
educational pipeline; including both higher education and graduate-level studies. The testimonios
obtained for this study revealed notable memories that each participant shared with the
researcher, as well as their take on the most meaningful experiences they felt fostered their
educational success. This chapter examined the findings from the thematic analysis of each
testimonio to answer the central research question and its sub-questions. Each research sub-
question was illustrated on its own to further examine the counter-narratives and findings that
emerged from each participant’s testimonios.
Theoretical Framework and Research Question
LatCrit was used as the overarching framework to guide the research and analysis. In this
chapter, the excerpts that are provided remained in the actual words of the participants who
voiced them. The purpose for this was to invite these five women to have their voices heard and
maintain ownership of their experiences. One crucial principle that supports this analytical
method is the importance of experiential knowledge (Elenes & Delgado Bernal, 2010).
According to Villalpando (2004), a LatCrit framework places in the center the everyday lived
experiences of Latinx students traversing educational systems and acknowledges that the
experiential knowledge of these students is authentic when it’s captured in the first-person voice.
LatCrit utilizes narratives that are centered on the lived experiences of Latinx using data
collection methods such as testimonios (Beverley, 2008; Solorzano & Bernal, 2001). I illustrated
the stand-alone testimonios of each participant (see Appendix A) to deliver a complete look into
their lived experiences and educational trajectories. In doing so, we get the opportunity to
EXPERIENCES OF MULTIETHNIC LATINAS 60
construe their stories from their own perspective and realities. Ultimately, the testimonios
collected in this study answered the central research question and its sub-questions.
The central question that guided this study was: How have the lived experiences of
multiethnic Latinas, revealed through testimonios shaped their educational success?
Sub-questions:
a. What influenced and shaped their educational success?
b. What resources and support systems did the participants encounter throughout their
educational journey?
c. What challenges did the participants face throughout their educational journey?
Presentation of the Findings
This section will draw meaning from the participant’s stories by highlighting the major
themes that derived from the testimonios. In this section, I will highlight the themes that stood
out within the narratives of the participants, which help explain their ability to navigate
educational systems, and successfully complete their college and postgraduate degrees. I
developed the major themes by reviewing the data of all five participants.
Aspirations for a Better Future
The testimonios from this counter-narrative study revealed that all the participants
maintained high levels of aspirations for a better future. First, by either working towards
transferring to a 4-year institution or pursuing and graduating from a 4-year institution, and
secondly, by attending graduate school. Each participant expressed these educational trajectories.
It is important to note that these participants pave their own pathway and were the first ones in
their family to strive and attain a baccalaureate and/ or graduate degree. LatCrit encourages to
look at the lived experiences Latino student from a strengths-based perspective instead of a
EXPERIENCES OF MULTIETHNIC LATINAS 61
deficit-based perspective (Delgado-Bernal, 2002; Fernandez 2002, Solorzano & Yosso, 2002;
Yosso, 2005). Application of LatCrit in this study, allowed for a closer look at the lived
educational experiences of the participants and help expose the positive influences and factors
that fostered their motivation, success, and educational ambitions.
In response to the first research sub-question, what influenced or shaped the participants
educational success? The following three themes surfaced: the value their parents placed on
education, motivation to serve as a role model, and motivation. These themes were identified by
all the participants, as being significant influences that contributed to shaping their educational
success. Each theme will be discussed in order.
The Value their Parents Placed on Education. Research has shown that Latino parents
place a high value on education by stressing that educational attainment is the stepping stone for
a better future (Flores, Cousin & Diaz, 1991; Moreno & Valencia, 2002; Orozco, 2008; Valencia
& Black, 2002; Valencia, 2010; Hwang & Vrongistinos, 2010). For Latinx parents, education
becomes the preferred route for their children, compared to manual labor and potential low
income (Arellano & Padilla, 1996; Ceballo, 2004). Educacion (i.e. Education) in the Latinx
culture, encompasses both academics and upbringing (i.e. morals), viewing the student as a
larger whole which includes moral learning (i.e. good manners, good behaviors) and academic
development (Reese, Balzano, Gallimore, and Goldenberg, 1995). This means that Latinx
parents inculcate nonacademic elements such as good manners (i.e. respect for others) and
learning the difference between right and wrong (Reese, et al., 1995). On the other hand, in this
study Latinx parents inculcated the value of education by placing high academic aspirations in
their daughters, and perceiving it as means of social mobility.
EXPERIENCES OF MULTIETHNIC LATINAS 62
Aligned with the research, all the participants in this study revealed that education was
highly valued in their household. Each participant expressed that their parents transmitted their
academic aspirations and expectations for them by placing a strong value on education. For all
five of the participants, their parents convey aspirational capital by instilling in them the value of
an education and encouraging them to aspire for a better future (Orozco, 2008; Yosso, 2005). All
the participants recall their parents constantly reminding them as to why getting an education
was critical for their success and future.
All the participants shared stories about parents who demonstrated the importance of education
by showing their daughters that education would lead to a better future rather than financial
instability and manual labor (Ceballo, 2004). More importantly, they expressed that developing a
strong value for education helped influence their educational achievements, and aspirations for a
better life. To better understand each of the participant’s parents' perception of educational
values. Below I illustrate how participants’ parents instilled in them the value of education.
Dolores described that her parents demonstrated the value of education by
communicating to her that education leads to a better quality of life. Dolores recalls that growing
up she was surrounded by positive messages about education in her household. Dolores shared
that both her parents had high educational aspirations and expectations for her, and her parents
made sure to communicate this to her verbally. For Dolores, a college education was not an
option but an expectation that her parents inculcated from a young age. Throughout her
testimonio, Dolores was very vocal about how her parents perceived education. Dolores
expressed that her parents saw education as way out of labor-intensive work. In her own words,
So, one of the biggest values that I could remember that they would always say is
education. They would always tell me you don't want to be working at a low
minimum wage working literally like physical labor force. They would tell me to
get educated, go to college and with that you'll be able to make more than both of
EXPERIENCES OF MULTIETHNIC LATINAS 63
us and then, you know, come and give back to your community and your family.
So that was one of the biggest things, especially my mom, she's all about school
and education and she sees that as one of the most important values that we've
been taught since kids. I remember this since being like little kids.
For my parent’s, education was based on like trying to get good grades. The saw
it like a chain of event, if you had a good education you will not be living in
Lennox or Inglewood, you would be living at a safer neighborhood and providing
for your family and having that peace of mind kind of thing. So, education was
hand-in-hand with like life overall, that would get you farther in life.
Dolores parents always encouraged her to do well academically and strive for a college
education. Her parents were aware of the implications that having an education would have on
her future; they wanted to make sure that she had a well-paid and secure career. Noteworthy, her
parent’s belief in education served as a guiding force in her academic life, which inspired
Dolores to aim for a different way of life that involved a successful college education.
For Yesenia, her parents placed a strong value on education by conditioning her to see
school as her priority and setting high academic aspirations. Yesenia share the following:
My parents instilled in me the value of education by making it a priority in my life
since I was a little. My parents would always tell me that I was going to go to
college and needed to go to college for a better future. To them education was
very important, and they expected me to get good grades…My parents instilled
the importance of academic success because they wanted me to graduate high
school and go to college. They wanted me to pursue a college education and
aspire for a better future.
Yesenia explained that she was conditioned at a young age to do well in school. This
helped her maintained a serious attitude towards her academics. Yesenia’s academic success and
educational attainment was rooted in the expectations set forth by her parents at a very young
age. She shared the following about the high academic expectations her parents had for her,
For me growing up, hard work was definitely school, they expected me to do
really, really well in school. My mom didn't even finish middle school. My mom,
I don't think she even has a high school diploma, but my dad finished high school
but he never like continue studying here in the United States. So, they expected
me to definitely finish high school and go to college. My parents knew that good
EXPERIENCES OF MULTIETHNIC LATINAS 64
grades would help me get me into college. So, they would always sit me down,
making sure that I finish all my homework.
Like Dolores, in Yesenia’s case it was also a matter of education not being optional, it
was expected for her to succeed academically and go to college. Yesenia’s parents knew that
their daughter’s education was fundamental for her and her future.
Similarly, Victoria discussed that her parents instilled the importance of education by
placing a high emphasis on academic success from a young age. She stated that her parents really
cared about her academic success (Trumbell, et al., 2001). Victoria’s parents promoted academic
success by being involved in her schooling. Victoria shared that her parents made sure to
supervise homework completion every night, and provided assistance during homework time,
even if they had a difficult time understanding. She also described that her parents would engage
her in intellectual activities like literacy at home. Victoria further discussed that her parents
encouraged her to do well academically even at a young age. Although her parents knew little
information about how to apply to college and financial aid, they knew that she had to pursue a
college education for a better life and financial prosperity. In Victoria’s own words:
They also instilled in me the importance of education. I remember when I was
little, they would always help me with my homework even if they didn’t
understand it, or they would make sure that I would have time to do my
homework, and they would also make me read. When I was in first grade my
mom would read Harry Potter to me, even though sometimes she didn’t know the
words. Every night they would read 30 minutes to me or make me read for 30
minutes or they buy like little computer games, so I could play that during the
summer, so I was always learning even when I was not in school. They always
pushed me to do well in school and go to college, even when I was just a little
girl. They were never sure of the application process or information about
colleges in the US. They never knew what the FAFSA was. But they knew I had
to go, which really helped me in high school. For my parents a college education
meant financial stability, in other words taking care of them and a better future.
In addition, Victoria recalled that both her parents aspired for her to attend college, they
continuously communicated this to her verbally. She voiced the following,
EXPERIENCES OF MULTIETHNIC LATINAS 65
When I was little my parents would always tell me “You are going to go to
college.” Even though my dad only knew about community college, he still knew
that an education was important, no matter what route I went.
Due to her parents placing a strong value on education, Victoria did not take her
education lightly, she understood its importance and the impact it would have in her educational
aspirations and future.
At a young age, Ruth was taught that the best vehicle for success was an education. Both
her parents, especially her father, placed a strong value on education. Ruth’s father is from the
Ivory Coast, and she noted that his culture places a great emphasis on education. Ruth shared the
following:
My parents always told me that I needed to go to college ever since I was a little
girl. Well both my parents are big with education. For my dad education is
everything, he definitely wanted us to get educated. In the African culture,
African culture is very similar to the Asian culture, education is everything. They
want you to go to the highest, don’t just stop at an AA, Bachelors, or masters,
they want you to go for a doctorate. Now that I have my masters, my dad wants
me to pursue my doctorate. He is always asking me when am I going back for it
and tells me that I need to go back to school for it.
Since Ruth’s father was exposed to a college-going culture in his native country, he
placed a high emphasis on educational pursuits for both her and her siblings. Since she has
obtained a master’s degree, her father wants her to continue her education in pursuit of a doctoral
degree.
Rosamaria’s parents instilled in her the value of education by encouraging her to move
forward with her education and learn from her older brother’s failures. Rosamaria discussed that
growing up her two older brothers were not the best example for her to follow when it came to
education. She shared that both of her older brothers did not finish high school; they were “high
school dropouts.” Rosamaria discussed that her parents were very vocal about not wanting her to
follow in her older sibling’s footsteps. In her own words:
EXPERIENCES OF MULTIETHNIC LATINAS 66
The values that my parents instilled in me, definitely to, the first thing, work hard,
always work hard, be responsible, and the importance of education. I'd say like
always strive for, to reach a higher education because they saw the failures of my
brothers that they always said, “Don't be like them, make sure that you, you
know, focus on your education and go to college and that's like the example that
you don't want, with a college degree you will have a good paying career and a
better life.”
Rosamaria’s parents envisioned a different future for her. They believed education was
important for getting ahead in life, and they made sure to communicate this to her. Rosamaria’s
parents wanted her to become the opposite of what her older brothers were, which is why they
heavily encouraged her to strive for a higher education. More importantly, her parents expected
her to do well academically and held her to a high educational standard.
Although Rosamaria’s parents valued education, they did not know what education
really looked like because of their own lack of education. Rosamaria’s parents had an idea of
what education meant; but she had to develop her own meaning to fully grasp the concept of
education.
My parents value education. I think they just said it, they, they didn't know how.
They weren't educated themselves so they didn't know what that looked like. They
just knew that I had to go to school and be a good student, study, earn good
grades, not miss school. So, to them it was just like a concept, an idea of what it
meant, but I had to create it for myself because I didn't have that example around
me neither in my immediate family or my extended family. So, it was kind of
difficult to really understand what it, what it meant or what it looked like because
I only had mentors that guided me.
Participants’ testimonios reflected the ways in which their parents influenced their
educational aspirations, dispelling the idea that Latino parents do not value education (Moreno &
Valencia, 2002). Counter-narratives expressed revealed that parents were influential in
developing each of the participant’s educational aspirations. More importantly, it was evident in
each of the participant’s narratives that their parents placed a strong value on education. The
responses that these participants shared, align with past research. Both Hwang and Vrongistinos
EXPERIENCES OF MULTIETHNIC LATINAS 67
(2010) and Orozco (2008) research revealed that Latino parents set high educational aspirations
and expectations in their children because they view education as the pathway for a better and
successful life in the future. All the participants acknowledged that their parents set high
academic aspirations and expectations for them (Ada & Zubizarreta, 2001). They all noted that
their parents placed a great emphasis on the need to go to college.
Being the Role Model in the Family. Contrary to what the research dictates, that being
the first in the family to pursue a college education serves as an additional challenge (Cushman,
2005; Saenz, Hurtado, Barrera, Wolf, & Yeung, 2007; Terenzini, Springer, Yaeger, Pascarella, &
Nora 1996; Thayer, 2000), for all five participants in this study, it served as a source of strength
that influenced their motivation to complete their degrees and pave the way for their younger
siblings, and or extended family members.
Dolores was the first in her immediate family to pursue a degree beyond high school and
attain a master’s degree. In addition to her own desire to succeed, Dolores expressed that as the
oldest, she had an obligation to serve as a role model to her younger siblings. In her testimonio,
Dolores was adamant about setting the example for her younger siblings and becoming a role
model. In Dolores words:
Being the oldest, I was expected to set the example for my siblings. I was the first
one in my house to graduate from high school, go to college and pursue a
graduate degree. I've become that role model at home. My brother graduates from
his undergrad next winter and he's like, “Well I want to get my masters too, not
only you.” So, it's always been like that. My sister starts her, she'll be starting at a
Cal State next year. She's like, I want to get my masters in MFT or something. It's
like a chain reaction, but it's something positive within my family…
Dolores pave the way for her younger siblings by modeling strong educational
achievements and building an educational pathway for them to follow. Witnessing Dolores
EXPERIENCES OF MULTIETHNIC LATINAS 68
educational accomplishments, has motivated both of her younger siblings to follow in her
footsteps and pursue a master’s degree.
Dolores also served as a role model not only to her siblings but her friends. She expressed
that she would talk to her friends about the implications that having a higher education will have
in their future, and to think about continuing their education.
I know like friends, I have friends that did not continue their education and I tell
them, “Hey, you need to go back to school and aspire for a better future.” Always
teaching others and providing that knowledge that education gets you farther in
life and less of a struggle in comparison to like my parents washing dishes for like
8, 10 hours.
Similarly, Ruth shared that her younger and older sister want to follow in her footsteps
and pursue a graduate degree. Ruth expressed that her sisters have witnessed how successful she
is in her career because she has an advanced degree. Ruth stated that her older sister is now
planning to pursue her masters and she is helping her with the process of applying. Ruth shared
the following about how her success has motivated her sisters to further their education:
My sisters want to now pursue their graduate degree, I think because they see how
successful they can be if they do. I know that that's impacted them in a way
because my older sister, I think she wants to become a counselor too. I don't know
if she wants to do higher education or she wants to do high school or just like, you
know, school counseling. But I think she's going to go for it. So, I'm kind of
helping her out with that. I guess seeing how successful I am in my career, and
supporting myself on my own, has motivated my older sister to want to go back to
school.
Victoria was not the first in her family to attain a baccalaureate degree. Victoria shared
that her mother was able to attain a bachelor’s degree in nursing in her native country of the
Philippines. In Victoria’s own words:
She graduated from nursing school in the Philippines and she came here, and she
was able to get her papers and her bachelor’s degree didn’t count here, so she had
to challenge the board and take the test to become a nurse…
EXPERIENCES OF MULTIETHNIC LATINAS 69
Although Victoria’s mother’s college degree was not equivalent to a U.S. nursing degree,
her mother was able to challenge the board and eventually take an exam that helped her become
a nurse here. Victoria also revealed that her older sister attended college but did not continue her
education beyond a bachelor’s degree. Although her mother had an overseas college education
and her older sister also attained a baccalaureate degree, Victoria noted that she will be the first
in her immediate and extended family to attain a master’s degree, and hopefully in the near
future a doctoral degree. She voiced the following:
My older sister, she set the example to go to college, but I am the first one from
my siblings to pursue a graduate degree. I am pursuing my master's degree and
plan to pursue a doctoral degree in the future because no one in my family has
gotten a master's and no one in my family has gotten a doctorate. So, I feel I want
to be the first in my family to get each, to make my parents proud for all the
sacrifices that they went through coming from the two different countries they
came from. I also want to set the example to my older siblings, because I also
want them to aspire for more in their education.
Victoria’s eagerness to pursue a postgraduate education was not only derived from her
desire to be the first in her family to attain such degrees, but also tied to her desire to make her
parents proud and bring honor to all the sacrifices and struggles they endured after arriving to the
U.S. In addition, Victoria wanted her older siblings to aspire for more and follow in her
footsteps.
Like Dolores, Yesenia was also the first one in her immediate family to attend college
and attained a master’s degree. Yesenia has now become the role model in her household and for
her younger cousins, who come to her for advice regarding school and college matters. Yesenia
shared the following:
I think for my family, I think being the first. So, I wasn't just the first to go
to college in my immediate family, but I was the first in my entire family
to also get a graduate degree. So, now I have my younger cousins, and
they go to me a lot to ask questions about school and college. I started to
build a path, you know, for my entire family to show "Hey, this is
EXPERIENCES OF MULTIETHNIC LATINAS 70
possible, if she was able to do it, I can too, and I know for my mom, for
myself. Well, I live alone, I am taking care of everything by myself so I'm
financially stable, that's one thing. I'm able to help my mom out with her
bills and stuff now.
Yesenia explained that the expectations for her to succeed went beyond her immediate
family; it also impacted her extended family such as her younger cousins. She felt that by
graduating not only college but also graduate school and setting a pathway not only for herself
but for others in her family to follow, could motivate them to also pursue higher education. In
addition, having attained a master’s degree has helped Yesenia support her mother financially
and live a financially stable life on her own.
Rosamaria and Ruth shared that their older siblings weren't the best example for them to
follow when it came to a college education. Both Rosamaria and Ruth shared in their testimonios
that they were the first in their family to attain a college degree and pursue an advanced degree.
Rosamaria revealed that she was the first in her family to graduate from college and pursue both
a masters and doctoral degree. Similarly, Ruth was also the first in her family to graduate from
college and pursue a master’s degree.
In Rosamaria’s words:
I have two older brothers who weren't the best examples for me. Both are
not college dropouts, but high school dropouts and I'm the only one who's,
I guess obtained or reached or strive for higher education. I am the first
one in my family to graduate college and pursue a doctoral degree.
Similarly, Ruth shared:
I was the first one to graduate from college and pursue a master’s degree
within my siblings. I have older siblings, but I never followed their
footsteps because they are a hot mess to be honest. So, my mom and dad
saw me as the role model for my younger sister.
Both Rosamaria and Ruth became the role models in their family and pave the way for
their younger family members. For example, Ruth not only pursued a college education to make
her parents and herself proud but to set the example for her little niece. Ruth expressed the
EXPERIENCES OF MULTIETHNIC LATINAS 71
following, “I didn't just do it for them. I did it for myself too and for my niece because she's
definitely going to be, you know, one that has to go to school.”
In her testimonio, Rosamaria shared that her advanced degrees have positively impacted
her family. Rosamaria shared that she is now the role model that her family looks up to, who has
navigated and succeeded in educational systems. She expressed that she set the example for her
younger nieces and nephews to follow. She shared the following:
My educational career and advanced degrees, Oh, it's definitely impacted
my family for the positive. Now there is a role model, you know, there's a
person that they could refer to. So, I think definitely in a positive light,
like a, I think for my nieces and nephews, they, you know, my brother's
say like, "Oh, don't you want to be successful like your tia" "Don't you
want to go to college like your tia?" So, it definitely has impacted that. It
has also impacted us like economically I'm able to, to help my family live
a more comfortable lifestyle and be exposed to different experiences that
we wouldn't otherwise have if I didn't have a master's degree or if I wasn't
striving for a doctorate degree. In my experience, the more education you
have and experience the greater the compensation. So, it's helped us
economically and I think like for future generations to come, I think they
have a, they have a role model.
Rosamaria has etch footsteps for her nieces and nephews to follow and become a model
of academic success. Similarly, to Yesenia, Rosamaria’s educational success has helped her and
her family live a more economically stable life.
All the participants in this study were the first in their immediate and extended family to
pursue a college education and/or advanced degree (i.e. masters or doctoral degree). Research
shows that first-generation college students are less likely to persist in college, graduate from
college, and are at risk of dropping out their first year of college (Pascarella, Pierson, Wolniak,
Terenzini, 2004; Terenzini et al., 1996; Vargas, 2004). Contrary to this, the participants of this
study revealed that they did not view their status of being a first-generation college student as a
barrier but a source of strength. Knowing that they were the first in their family to strive for a
EXPERIENCES OF MULTIETHNIC LATINAS 72
college education and advance degree, became their first most important motivator to obtaining
their degrees. Serving as a role model to their younger siblings and family members was also a
source of motivation for each of the participants. The participants in this study pave the way for
their younger siblings and family members by illustrating that a college education leads to
success and financial stability. Each participant is an exemplar of dedication and hard work.
Motivation to Achieve Success. Research has shown that motivation plays an important
role in the pursuit of aspirations and the drive for success (Denhardt, Denhardt, & Aristigueta,
2008; Mnyandu, 2001; Pintrich & Schunk, 1996). All the participants in this study revealed that
staying motivated was of the upmost importance to move forward with their educational
trajectories. Each participant drew this motivation from various outlets, including the ability to
financially provide for their parents, the desired for upward mobility, the desired to prove that
they can, and negative interactions with school staff and/or faculty and peers. For each of these
participants, their motivation was fueled by the strong desire to further their education, succeed
and aspire for a better life.
Ruth, remembers that one of her primary motivations for pursuing a college degree and
advanced degree, was witnessing her parents being trapped in hard labor jobs due to their lack of
education. Ruth saw first-hand the implications of not having an education, her parents had hard-
intensive jobs, where they worked long hours and earned low minimum wage. Ruth shared that
seeing her parents financially struggle when she was young truly impacted her desire for a
college education. Ruth expressed that she had to make a choice; she was certain that she did not
want to endure the same hardships and financial struggles her parents face. In her own words:
Ruth shared the following:
I would probably say because they didn't go to school, I think that really
motivated me to go to college because it's not even that. It's just because
EXPERIENCES OF MULTIETHNIC LATINAS 73
honestly, I know people that haven't gone to school that make decent
money for themselves. But my parents never did, especially because they
did not have a college education. I did not want to be struggling like my
parents. So, my thing was my only way was to go to school to make
money so I can help them out if they needed help in anything…So, I think
just them not, you know, not always having a lot, made me want to,
motivated me to at least get that opportunity to be able to help them and
have a better life than they did. So right now, I do help them, but that's
because of how the way I saw how labor serving they were when we were
little. So, I think it's just a matter of the impact that they had on me, seeing
them struggle.
Ruth new that in order to live a different way of life and help her parents financially, she
needed to aspire for a higher education. Ruth knew the benefits that a college education would
bring to her life; financial stability for her and her family. Since Ruth moved forward with her
education, and has an established career as a school counselor, she is able to financially assist her
parents, while also live a financially stable life on her own.
While it was important for Victoria to make her parents proud, she was very clear in her
narrative that her educational success was very important to her. Victoria expressed that she
desired to procure a sense of accomplishment through her educational achievements. Victoria
voiced:
I just want to prove to myself that, even though I'm a woman, I can still
get a higher degree and I can still have family if I want in the future, but
it's up to me like I want to do it for myself to better myself and my future,
for my future family or even my current family, to help support my
parents so that once they retire or whatever, they can be financially stable
after.
Victoria’s motivation to pursue her graduate degree was derived from a sense of
commitment to her own growth, success, family and future. In addition, Victoria wanted to help
contribute to her family monetarily, to provide her parents financial stability.
EXPERIENCES OF MULTIETHNIC LATINAS 74
Yesenia shared a negative experience she encountered with her community college
counselor that motivated her to pursue her masters in guidance and counseling and become a
community college counselor. In Yesenia’s own words:
I decided I wanted a graduate degree when I was in community college.
So, I went to a community college, I had a bad experience with one of the
counselors there, I was applying to like a private school or whatever and
for that school you have to go do the common application. But the
common application was for all private schools, besides having their own
questionnaires they wanted me to apply there as well and the counselor, I
was telling the counselor at the time about it and this was in general
counseling and she was like, "What are you talking about, that school has
their own group of questions and you just answer those," and I was like,
"No, I understand that, like I read it, you need to do these questions, but
they're also asking me to complete the common application and she was
like "What, okay" and then she goes on to check and I was right. So, at
that moment I was like, "Oh heck no, like I'm having this struggle and it's
frustrating and here I am going to someone who's supposed to know this
but I'm teaching them or telling them like, you know, how do I know more
than her at that time." So that's when I decided I wanted to become a
counselor.
Yesenia could not believe that her counselor, the person that students resort to for
guidance and information, was providing misleading information. If Yesenia had not researched
on her own the application process of the private school she was applying to, she may have
walked away and not properly completed the application process. Yesenia vividly remembers
and carries the impact that experience could have had in her transferring process. This inspire her
motivation to pursue a career as a counselor. Yesenia went on to earn her masters in guidance
and counseling and is now a tenure-track counselor at a community college in Los Angeles.
Before Ruth pursued her graduate degree, she shared that she was unaware of what career
path to pursue. She expressed that at first, she was planning to become a teacher, and she was
even pursuing a teaching credential program, but later realized that teaching was not for her.
Ruth expressed that she knew that she wanted to pursue a career in education, but she was very
aware that she did not want to become a teacher or principal. In Ruth’s own words
EXPERIENCES OF MULTIETHNIC LATINAS 75
I went through the whole teacher credential program, realized I do not want to
teach, that's way too much work and plus I didn't want to be in the classroom. I
felt like being in the classroom the whole day, that's like, it's not what, I knew I
wanted to do education, hands down. I always knew I wanted to do education, but
going through that teaching credential, I knew I didn't want to teach. That makes
sense. I knew I didn't want to be a principal either, so teaching, principal, NO.
Ruth explained that she began to research the different careers in education and school
counseling came to light.
So, I started researching like, OK, what are some other education jobs? and school
counseling popped up. So, I was like, "Oh, what's school counseling," because I
don't remember that when I was in high school and I realized that, what we called
it in high school was a guidance counselor. So, I'm like, "Oh, that's the guidance
counselor, Oh, I can do that." Then I started thinking about mine…
After she read what a school counselor entails, Ruth stated that she reflected on her own
personal experience with high school counselor. Remembering about the lack of guidance her
high school counselor provided, motivated Ruth to pursue a degree in school counseling and
become the counselor she wishes she had. In her own words,
So, you know, I started doing more research and I said like if I pursue this
degree, a degree in school counseling, I don't want to be the guidance counselor
that I had. I want to be one that I wanted or one that I should have had. The lack
of guidance I had from my counselor in high school motivated me to become a
high school counselor that will truly inform students about college and its process
such as applying and financial aid and help them succeed academically and
encourage them to attend college.
Ruth went on to pursue her masters in school counseling and made her career dream a
reality. She is currently a school counselor at a high school in Southern Los Angeles,
Rosamaria shared that she was very academically inclined, even at a young age she
enjoyed learning. She described herself as someone that is extremely motivated to succeed, a
type of person that does not give up and is able to figure out ways to reach her goals. Rosamaria
shared the following;
EXPERIENCES OF MULTIETHNIC LATINAS 76
So, I've had my moments, but that's never made me feel like I've wanted to give
up at any certain point. I’ve always been motivated to succeed academically. I
think because I have a strong support system, I have people who are there to say
like, "No, this is not like, don't let that bother you," or "Prove them wrong." Those
people have always kept me like in my lane, but it's not part of my nature to ever
want to question that in terms of systems. I think there's, I've always turned to the
systems that have been in place for people like us, like me who, who need extra
support and help, I've always sought those surfaces. I've always, I've always asked
like, “Oh, what's available to me? What can I apply for?” So that's never been an
issue for me.
Rosamaria further explained that her desire to become an agent of change in the field of
social work and education, fueled her motivation to pursue a doctoral degree. Rosamaria became
aware that those that made influential changes in the world of social work and education were
individuals in administrative position who had a certain level of education and experience.
Rosamaria shared the following,
During the time that I had earned my master's degree in Social Work. I
was in a school setting, and then I got removed from the school setting and
I went to the district level, the administrative route. I realized that in order
to make change you have to be the one sitting at the table. You had to be
the one part of the discussions, part of the drawing board, the
brainstorming, and you couldn't do that without having a position. What
I'm referencing is a director position, an assistant superintendent position,
a superintendent position. Although roles were reserved for a leadership
and that is something that I honestly, I realized really fast. I'm like,
"Whoa, like why am I not part of this conversation when I'm the one that
has studied you know mental health in school settings, that is not right."
But then I realized, OK, well who are those people at the table? And then I
realized, OK, people who are obviously experience and not only
experienced but had a certain educational level. Then that's when I was
like, wow, I could really contribute to social work and education at the
same time, bridging both of those two together. So that's what ignited my
motivation to pursue my doctorate degree.
For Rosamaria to make a difference and contribute to the field of social work and
education, she realized that she had to pursue a doctoral degree for upward mobility. Rosamaria
went on to pursue her doctoral degree and is currently a third-year doctoral student in Education.
EXPERIENCES OF MULTIETHNIC LATINAS 77
Dolores shared how the low expectations some of her peers and professors had about her
during her undergraduate education motivated her to work hard in her classes and get her college
degree. During her undergraduate education, Dolores shared that some of her professors and
classmates had negative perceptions about Latinos and their ability to succeed. Dolores shared
that being aware of this, helped her become more motivated to prove other wrongs and excel
academically, by breaking the negative stereotype that exist towards Latinos. In her own words:
During my undergraduate program, I feel that there were some peers or
professors that would think less I would feel of you. Not have that high
expectation and that motivated me even more to be like “Heck no, I'm
going to try to get an A in this class, to prove them that you know, even
though I am the minority or that stereotypical, like I'm going to do what I
can in order for me to pass or do good in comparison to others.” So, I just
feel like having that pre-judgement of someone, I would notice at school
and that's what motivated me to prove people wrong and work hard to get
my degree.
Dolores knew that she had to succeed and attained her college degree to prove those that
questioned her ability wrong.
These women credit the experiences they described above as their motivation to aspire
for more in their education. They did not feel that they succeeded despite the situations or
experiences they faced, but because of them. Rather, they identified them as a source of
motivation and perseverance.
Academic Resources and Support Systems
This section addressed the second research sub-question, which was, what resources and
support systems did the participants encounter throughout their educational journey? LatCrit
was implemented to uncover the participant’s educational life journeys from postsecondary
school and graduate school. LatCrit can be used as a theoretical lens to examine the lived
educational experiences of Latinx students (Elenes & Delgado Bernal, 2010; Solorzano & Yosso,
2002; Villalpando, 2004) and, in this study, elaborate the participant’s perceptions on the
EXPERIENCES OF MULTIETHNIC LATINAS 78
supportive communities that nurtured their educational ambitions, ethnicity and background. The
participants in this study revealed the types of support and resources they utilize to move forward
with their educational achievements. Each participant identified the resources and support
systems that had a great impact in their lives and educational journey. Centered on these
findings, the following three themes surfaced: campus resources, parents as a source of support,
and supportive adults outside the family context.
Campus Resources. Research has shown that student engagement in higher education is
pivotal for persistence and degree completion (Deberard & Julka, 2004; Fredricks, Blumenfeld,
& Paris, 2004; Martin, 2009; Martin, 2012; Pascarella & Terenzini, 2005; Ruthig, Perry, Hall, &
Hladkyi, 2004). According to Yosso (2005; 2006) Latino students must develop the necessary
skills to successfully navigate institutions of higher learning. Yesenia, Ruth and Rosamaria
demonstrated navigational capital, by demonstrating the various resources they used to navigate
institutions of higher education (Yosso, 2006). All three participants learned a way to navigate
their college campuses to accomplish their educational ambitions. They credited student support
services, social organizations and scholarly programs in helping them navigate and acclimate to
the campus culture and finding support on campus. These services were essential, as they
provided them with support and the tools to move forward in their educational journey.
Rosamaria highlighted various programs that she believed were instrumental to her
success in college. Rosamaria shared that once she entered college, she made it her mission to
become aware of the resources and programs available at her campus. Rosamaria knew that to
succeed in college, she had to access the resources and programs that were available at her
university to be exposed to all the support possible. In her own words,
I would also say the programs that I got involved with. I made sure that I didn't
just go to school, but I contributed to the culture of the university, by being
EXPERIENCES OF MULTIETHNIC LATINAS 79
involved in different clubs, scholar programs to help me succeed during my
undergraduate. I owe a lot of, I'm very grateful for the Riordan Scholars Program
and the McNair Scholars Program because they really aided, they guided me
through the process of like higher education, succeeding in college and pursuing
an advanced degree. That's what instilled like "Oh, I'm going to go to undergrad
or I'm going to go get my masters." So, they were really supportive, not only like
morally supportive, but also monetarily. They flew me out to the Midwest to visit
schools and look at something other than here in California. So, I owe a lot of, my
success, the exposure that I was granted to those programs.
For Rosamaria it was crucial to become involved and acclimated with the university, to
fully engage and succeed within her college environment. Rosamaria understood the importance
of being resourceful, which is why she joined programs such as the Riordan Scholars Program
and McNair Scholars Program to maximize her success while in college. She was able to
significantly benefit from the resources both programs provided. These programs helped exposed
her to universities outside of California, to help her venture out and be exposed to different
surroundings. Rosamaria credited a great deal of her success to these programs because they
helped instilled in her the idea of furthering her education and pursuing an advanced degree. She
perceived them as her vehicle to success, helping her formulate a plan to continue her journey to
further her education. With the support and assistance of these programs, Rosamaria was able to
start her pathway to success.
Yesenia expressed that she had a challenging time when she transferred from a
community college to a predominately white private institution. She noted that it was difficult for
her to attend a university where she found herself isolated from others that were culturally
similar to her. To ease her transition, she utilized some of the social organizations and student
programs provided by the university.
Yesenia participated in a program called First to Go, which was geared to first-
generation college students. In her own words:
EXPERIENCES OF MULTIETHNIC LATINAS 80
At the time they were also creating this new program called First to Go, so for
first-generation college students. But at that time, it was geared towards freshmen
but they did allow transfer students to go and so I did join the program and I was
given a mentor, so she was really nice too and she was also a first-generation
college student. She was the first in her family to go to college as well, so she was
someone I could relate. I was also able to meet students that were also first-
generation like me.
This program was extremely helpful for Yesenia because it provided her the opportunity
to meet and network with faculty, staff, and fellow students that were also the first in their family
to attend college. Yesenia was also provided with a mentor that was also a first-generation
student, someone she connected to due to their similar background. This program helped Yesenia
become acclimated with her campus and meet students with similar backgrounds.
Yesenia also shared that she joined a Latina-based multicultural sorority called Sigma
Lambda Gamma. In her testimonio, Yesenia expressed that her involvement with the sorority
afforded her the opportunity to network and build relationships with other like-minded Latinas
that were academically focused and goal oriented.
Yesenia also shared:
But it wasn't until I joined a sorority called Sigma Lambda Gamma, where
I felt a little more comfortable because I was able to meet people that I
could relate to, actual women of color but also transfer students who had
similar educational aspirations and interests. The sorority helped me so
much because I did not feel alone. I met other women of color who
encouraged me, provided support and guidance.
Though Yesenia felt like an outsider on campus, her connection and participation in the
sorority provided her a sense of sisterhood and was the one place on campus where she felt
understood and supported. Yesenia further explained that the sorority also provided her the
academic support she needed to help her excel academically.
From my sorority Sigma Lambda Gamma, I think a lot was support, the values
that we or that the sorority uphold. So, a lot of community service we did
together. We had mandatory tutoring, tutoring hours to attend and we would study
together, had to uphold a certain GPA so that kept me on track and helped me do
EXPERIENCES OF MULTIETHNIC LATINAS 81
better academically my second semester of my first year and then they helped me
get to know other clubs, attend events on campus and get involved that way. And
then when we had a faculty advisor as well and being able to network and meet
other people or sorority sisters from other campuses and sorority sisters who have
graduated, that are women of color, that are now in their careers. So, that was
really helpful.
This allowed Yesenia to be surrounded by other Latinas that promoted academic
excellence and success. More importantly, Yesenia became part of a network of women that
were supportive of her academic endeavors. Yesenia’s involvement with the sorority was critical
in her involvement and success at the university level (Guardia & Evans, 2008; Sanchez, 2011
Stuart, 2008).
The programs and organizations that Rosamaria and Yesenia joined gave them access to
social capital (Yosso, 2005). They were able to build their social capital by gaining access to
social opportunities and communities that helped them reach their academic ambitions.
While she was attending community college, Ruth resorted to the student support
services provided at her campus. Ruth made use of the transfer center to keep herself inform
about the prerequisites to transfer. Ruth shared that she was provided with a very supportive
transfer counselor, who developed a 2-year transfer plan for her to look forward to, which
included the classes she needed to enroll in each semester. In Ruth’s own words:
Um, I would say when I first started community college, I was at the transfer
center probably three times a semester and that was just to make sure I was on top
of everything and meeting the requirements to transfer. What I loved about my
transfer counselor was that she set out a plan for me for two years and she pretty
much put every class I was supposed to take, and we talked about the classes and
everything and all I had to do is just register for those classes and I was good. But
I always, every semester I always checked in with her, just so I knew that I was in
the right path or if she had any other suggestions.
Ruth made sure to meet with her counselor every semester, to make sure she was on the
right path to transfer. Furthermore, Ruth also made use of the financial aid center at her campus.
EXPERIENCES OF MULTIETHNIC LATINAS 82
I also utilized the financial aid center because they had the career center in there,
where you could go ahead and look for jobs, applied to whatever it is that you
want to study or if you just need a job. I would go in there to apply and research
for jobs. For sure, the counselors at the community college and then the financial
aid counselors because honestly, like if I didn't know about financial aid, I would
have probably been paying every semester for school. They helped me with the
process of applying for financial aid assistance because they knew I was eligible
due to my parent’s low income. They helped me apply for the BOG waiver, which
I took full advantage of and used it to pay for my classes.
Ruth resorted to the financial aid counselors because she knew very limited information
about the financial aid process in college. She recalls that due to her lack of knowledge about
financial aid, she paid $300 dollars out of pocket her first semester. She described that with the
help of the financial counselors, she was able to learn about the many forms of financial aid
assistance that were available for her to help finance her tuition. Through this process, Ruth was
able to find out that she qualified for the Bored of Governor’s waiver, due to her parent’s low
income. The financial aid counselors helped her apply for the Bored of Governor’s waiver to
receive financial assistance to pay for her enrollment fees.
Furthermore, thanks to the guidance of her transfer counselor, Ruth transferred to a 4-
year public university after 2 years. She earned her bachelor’s degree and went on to earn a
master’s in school counseling.
The resources and programs that the three participants sought at their campuses were
exceptionally important in supporting their education, providing social and academic support,
and eliciting their inner drive to aspire for a higher degree. The three participants exhibited the
use of navigational capital and social capital to build supportive networks and sought the
resources needed to achieve success and overcome challenges (Yosso, 2006). These campus
resources offered essential information, support, and academic/financial assistance.
EXPERIENCES OF MULTIETHNIC LATINAS 83
Parents as a Source of Support. Research shows that parental support plays a pivotal
role in the educational attainment of Latinas and in helping shape their aspirations for a higher
education and advanced degree (Anchor & Morales, 1990, Fan & Chen, 2001, Fuglini, 1997;
Gonzalez, 2007; Gonzales, 2012; Hill & Torres, 2010). Similar to the research, all the
participants in this study credited their parents for significantly influencing their determination to
complete their college degrees, and their aspirations to pursue a graduate-level education
(Comas-Diaz & Greene, 1994; Martinez, Torres, White, Mendrano, Robledo, & Hernandex,
2012). They were able to academically succeed, in part, because of the support their parents
provide in the form of encouragement, involvement in their schooling, setting high academic
expectations, and emboldening their educational aspirations. As I mentioned earlier in this
chapter, all the participants’ parents had high academic aspirations for their daughters and placed
a high value on education.
Dolores reported that throughout her educational journey, her parents were extremely
supportive of her education and academic aspirations. Dolores shared the following about her
parent’s support:
My parents are all about going to college and graduating, so whatever, like if I
had a midterm or final or anything, or stayed late at school or work, my mom
would be like, "Don't worry, your food is here ready when you come." They
would always support me no matter what because of my education. So, I had a
positive experience with my education undergrad and grad school with my family.
Dolores expressed that she was fortunate to have parents that constantly encouraged her
to strive for a better future, and further her education beyond a baccalaureate degree. She noted
that without the encouragement of her parents, the idea of pursuing an advanced degree would
have not come to mind. Dolores shared the following:
I am beyond thankful, I owe my parents everything. Everything I've done
is because of them like if they would've been any lenient or like not pushed
EXPERIENCES OF MULTIETHNIC LATINAS 84
me to whatever I wanted to do, which is like education. I wouldn't be set at all
or working or having a master’s or anything. It's all because of them and how
they helped us since like day one.
Dolores was very appreciative of all the support she was given by her parents and felt
compelled to reward them by moving forward with her education and pursuing a master’s degree
in school counseling. Due to her parents’ dedication and support for her education, Dolores was
successful in not only graduating from college but also completing her master’s degree in school
counseling.
Dolores mother also wants her to aspire for more and advance her education: “Even
though I have my masters, my mom is like "OK, so it’s time for you to get your doctorate." So,
she's always pushing me and like my siblings to do better at all times.” Dolores has not yet
pursued her doctorate, but she plans to pursue it in the future.
Similarly, Yesenia also expressed that her parents were her greatest source of support
during her educational journey. Yesenia parents provided support by being involved in her
schooling. She shared that her parents were very involved in her education. She shared the
following about the ways her parents were involved in her schooling:
My parents attended every parent conference and made sure my homework was
complete as a child. My parents chose to register me into a charter school, instead
of my regular home school, because there was more of a college ready emphasis
at the charter school. As a child my parents would take me to the library to read
books, and they bought a set of encyclopedias as well. In my home reading was
important.
Furthermore, Yesenia expressed that her parents being involved in her schooling helped
her to do well academically. In her own words, “The fact that my parents were involved in my
schooling helped me be successful in school.” Yesenia’s testimony reaffirms that parental
involvement is an influential tool to support Latino student’ academic success (Gonzalez-
DeHass, Williams, & Holbein, 2005; Quiocho and Daoud, 2006; Shah, 2009).
EXPERIENCES OF MULTIETHNIC LATINAS 85
Due to her parents being involved in her schooling, Yesenia was able to excel
academically throughout her education. In addition, the high academic expectations her parents
set for her helped her achieve more with her education, pursue a degree beyond the baccalaureate
degree.
In her testimonio, Victoria noted that her mother had limited knowledge about the
educational system here in the U.S., however, that did not prevent her from displaying interest in
her schooling and educational aspirations (Romo & Falbo, 1996). Victoria noted that her mother
has been her greatest source of support throughout her education, and currently right now that
she is pursuing her master’s degree. Victoria expressed that her career goal is to become a
community college counselor. Although Victoria’s mother does not fully understand what being
a counselor entails, she knows that getting a master’s degree is a good thing for Victoria’s future
and job prospect.
My mom was my biggest supporter when it came to my education because my
mom even though she doesn’t really know, even right now in my counseling
program she doesn’t really know what a counselor is, she is always like “Oh you
are going to be a teacher,” and I am like “No mom I am going to be a counselor,
there is a difference,” but regardless of whether she knows what I am doing or
not, the fact that I am in school I think makes her feel like I am safe or I have
something ahead of me just because she got an education in the Philippines but
then she ended up leaving her family, she really didn’t know anything here so she
knows that me getting an education here is a good thing and that I am going to do
something with it and give back to my family. So, she kind of wants me to get an
education and give back.
Victoria also shared that her parents at first, did not want her to pursue a master’s degree
because of the money it costs. Victoria described that before pursuing her graduate degree in
counseling, she was planning to attend law school a year after her undergraduate education.
However, she decided not to attend law school after all. Victoria remembers that she had a dream
that helped her reflect on her educational experiences and her positive interaction with her
EXPERIENCES OF MULTIETHNIC LATINAS 86
middle school counselor, which aided her aspiration to become a counselor. In Victoria’s own
word:
I started to reflect back throughout my education, so everything I went through in
high school with my teachers and just being in that community to like everything
I went through during my undergrad with almost being homeless to the things that
will go on in the classroom, what my counselor in middle school said it stuck in
my head so I remember waking up from that dream and I was like “Oh I want to
become a counselor.”
When Victoria informed her parents about her decision to pursue a graduate degree in
counseling instead of attending law school, she shared that her father was disappointed about her
decision. Victoria noted that her father wanted her to pursue a career in law because he perceived
it as the key to financial stability. She recalls that her father questioned her decision to pursue her
master’s in counseling, because he felt that a career in education was not going to provide a good
salary. Victoria shared the following:
So, I told my parents that I wanted to get my masters in educational counseling
and I showed them some of the programs that I found and I remember my dad
was upset and said “Well I thought you wanted to be a lawyer, why do you have
to go to school more, you don’t need it. I think my dad was only thinking
financially of me becoming a lawyer in order for me to bring in money and he
thought that other master’s degree especially in education were not going to bring
in money and I was going to be in more debt. So my dad was very anti-graduate
school because of the finances whereas my mom was more hesitant at first
because of the finances, she was concern about my debt in the future but after
telling them how I felt because I knew that I wanted to give back to my
community but I just didn't know how so I knew that I didn’t want to do law
school anymore but I always had education in the back of my head throughout my
undergrad so when I explained that to them, and why I wanted to become a
counselor and how my counselor helped me then they were like “Okay but we are
not going to help you financially, you need to figure this out on your own, you
need to do it on your own and if you can do that then it’s okay.”
However, Victoria’s parents eventually accepted and supported her decision of furthering
her education, but they made it clear that they were not going to financially support her
education.
EXPERIENCES OF MULTIETHNIC LATINAS 87
Rosamaria shared that her parents support was extremely influential in her determination
to succeed in school, and while in college and graduate school. Rosamaria shared the following
about how her parents provided support by being involved in her schooling:
They always expected me to get good grades not only in high school but even
when I was in college, which helped me work hard in my undergraduate, masters,
and now in my doctoral program. They were involved in my education by looking
at my report cards every time they came out to make sure I was getting good
grades, they would make sure I did my homework, and take me and pick me up
from school. In addition, they made sure that I mainly focus on school, and my
extracurricular activities. So definitely hard work, responsibility and a value in
education.
In addition, Rosamaria’s parents made sure she focused heavily in her schooling and
extracurricular activities. Rosamaria revealed that during her undergraduate education, she lived
at home and commuted to school. She recalls that her parents also made sure to provide
instrumental support in any possible way while she was in college. Rosamaria’s parents wanted
her to succeed in college, which is why they provided support through behaviors that valued the
efforts behind her academic demands (Ceballo, 2004). Rosamaria shared the following about
how her parents provided instrumental support throughout her education:
That really valued education and they placed a lot of time to it. Like if I needed to
study, they provided me with an area to study. They always trusted my judgment.
The unconditional support. Like, oh, I need a space to study, I need the house to
be quiet. I have this big exam. I'm going to stay at the library until 1:00 in the
morning or things that my parents had to trust me with. But that trust, that
upbringing really helped me become independent and, you know, reach a higher
level, I guess.
Rosaria was appreciative to have parents that unconditionally supported her throughout
her undergraduate education. The ability to focus on her studies was beneficial for Rosamaria,
and it also gave her a sense of independence and accountability to succeed. Moreover, Rosamaria
credits her parents with providing her the support she needed to move forward and strive for a
higher level in her education. Rosamaria’s experience combined with other participants in this
EXPERIENCES OF MULTIETHNIC LATINAS 88
study confirms that Latino parents do care about their daughter’s academic success (Gonzales,
2012; Gonzalez, 2007).
Ruth revealed that her parents were supportive of her desire to pursue a career in
education and become a school counselor. In her own words:
Me going into education, I don’t think they really cared that I was going towards
that profession; I think that is my parents getting acculturated with the American
culture. For them it was as long you go to school that’s all that matters.
Furthermore, Yesenia, Ruth, Rosamaria, and Dolores noted in their testimonios that their
parents did not expect them to adopt traditional and cultural gender roles, instead they wanted
them to achieve success by attending and graduating college and pursuing an advanced degree.
Their parents bestow them self-governance in academic matters. However, Victoria, was the
only participant that noted that her father wanted her to uphold traditional gender roles, while
also focus on her education (Espino et al., 2010; Espino et al., 2016). Victoria shared the
following about how her father wanted her to oversee and complete household duties because
she was the youngest;
So, growing up I was always the one washing the dishes, doing the laundry,
ironing their clothes and I feel that even now my dad expects me to do those
things without my other siblings doing it because they're older and they can do
whatever they want, but because I'm the youngest girl, they want me to take care
of them.
It was evident throughout the testimonios that each participants parents’ place extreme
importance on education. Parents understood the struggles they experienced in their native
countries, where most did not have the opportunity to attend or finish school. Each participants’
parents wanted them to continually strive for higher education.
Supportive Adults outside the Familial Context. In addition to having supportive
parents, all the participants credited at least one adult or supportive adults, that helped guide their
success in secondary school and in college (Murray, 2009; Stanton-Salazar & Tai, 2001;
EXPERIENCES OF MULTIETHNIC LATINAS 89
Saunders & Serna, 2004; Yosso, 2005). These four participants’ educational success and
academic aspirations were fortified by the support from those who outside of the family acted as
guides and mentors (Prelow & Loukas, 2003; Stanton-Salazar & Tai, 2001). For example,
teachers, professors, and school counselors, and faculty who positively influenced their academic
stamina.
More than half of the participants noted that their parents had limited schooling or did not
attend college in their native countries. They shared that their parents had limited knowledge
about the U.S. educational system and the college application process. Participants shared that
they relied on the guidance of their mentors, teachers, and professors to academically succeed,
traverse educational systems and preserve in institutions of higher learning.
In her testimonio, Ruth shared that her first male teacher that she was exposed to in the
fifth grade was instrumental in helping her like school and become more engaged in class. In her
own words:
So, in fifth grade I remember because I had a teacher…and he was like one of the
best teachers. He was my first male teacher too, so I thought that was really cool
too going into fifth grade in elementary. So, what was cool about him was that he
taught a lot about history, which engaged me into going to class every day. Like I
was always happy to go to class even though fifth grade you only have one class.
But I was always happy to go to class and just learn from him because he, even
though he did teach us like math and science and the other English, the other
stuff. But when he used to get into the history topics, I used to be very like
engaged.
Ruth’s 5
th
grade teacher helped increase her school engagement and satisfaction (Garcia-
Reid, 2007; Wolley & Bowen, 2007; Woolley, Kol, Bowen, 2009), she enjoyed going to his
class, especially when he would teach History topics.
Ruth also discussed her high school English teacher, who was instrumental in
encouraging her to continue her education beyond high school. Ruth recalls that in high school,
EXPERIENCES OF MULTIETHNIC LATINAS 90
the idea of going to a community college or 4-year university never came to mind. Ruth
expressed that she was planning on attending a vocational school to earn a certificate and start
working. In addition, she noted that her grades were not college eligible. However, her English
teacher didn’t see her low grades as an obstacle to further her education. He recommended her
to join a program called Pathways, a program that helped expose her to the multiple
postsecondary opportunities she could pursue after graduating. In Ruth’s own words:
High school, I hated high school. I didn't have a counselor that really guided me
through high school. But I did have a teacher, another teacher, my English teacher
that guided me and encourage the idea of going to college even though my grades
were not the best. He recommended me to become part of this program. I was part
of the what do you call it, a program called Pathways. Pathways is pretty much
for students that want to go into multiple pathways. Students that want to go,
through the multiple pathways, so like different types of careers. So, like I wasn't
planning on going to college, but I knew maybe I wanted to do like vocational
schooling or trade school, where I could go ahead and get a certificate and then
just go to work right away because that's what I was used to because the type of
what do you call it, company my dad had. So, I was like, “OK, well that's an
option,” because the thing is, I didn't get straight A's, I didn't get great grades in
high school. I got grades to pass my classes, if that makes sense. So, I had one
teacher that he was really good. He was a psychology teacher and English teacher,
but he helped me like my last year, but I didn't like school. He encouraged me to
get better grades my senior year and introduced the idea of attending community
college and transferring to a 4-year after two years.
Thanks to the help of her teacher, Ruth realized that attending college either a 2-year or
4-year institution was achievable. Ruth went on to attend a community college after graduating
high school and transferred to a public 4-year university in two years.
Victoria discussed that her middle school counselor, who was a source of support when
she was going through a difficult time in middle school. Victoria remembers how inspirational
and helpful her counselor was in helping her not let her problems deter her from her learning.
Her counselor communicated with Victoria and emphasize the importance of learning.
In Victoria’s words:
EXPERIENCES OF MULTIETHNIC LATINAS 91
My counselor in middle school he was a great support, just because when I
was going through a really rough time in middle school, I would talk to
the counselor and I would just tell him how sad I was or like the things
that I was going through at home and he was like that person who was
always like “Okay in the future anything could be taken away, your house
could be taken away, your family could be taken away, your car could be
taken away but education is the one thing that no one can ever take away
from you. Don’t let this affect your education, continue to learn” So, he
told me “every day learn something new whether it is reading a new book
or learning a new language, as long as you learn one new thing a day it
will help you cope with whatever you are going through.”
In her testimonio, Rosamaria discussed that she had a support network outside of her
family that was critical for her success. Among her support network, were her mentors, some of
her teachers and professors. Her mentors became a part of her life at a very young age. In her
immediate and extended family, Rosamaria did not have a role model to look up to, who
graduated high school, attended college and succeeded. Due to this, Rosamaria depended on the
support and guidance of her mentors to persevere and academically succeed. She expressed that
her mentors invested time in her learning since she was in elementary school and even now in
her doctoral studies. She shared the following about her mentors:
So, I owe my success to my mentors and the people who have guided me
through the process, getting into college, being ready for college and being
successful in college. I haven't been the person, I mean I've been the one
to do the work, but I've had people really guide and groom me. So, I owe
it all to my mentors because without them I wouldn't know what I'd be
doing. I really don't. I wouldn’t be where I am in my educational career if
it wasn’t for them.
My mentors started from like a young age, elementary school where I
always thought to, like help the teacher. I even was like a cat sitter in
elementary school because my teacher like trusted me that much. In high
school they always instilled this in me, “You can do it, si se puede
attitude.” Like nothing is impossible. Don't compare yourself to other
people and just focus and stay in your lane. So, they've always instilled,
and they've always seen something that they believed in me, that I guess
they invested themselves, to mentoring me, calling me, checking up on
me, emailing me, revising things for me, taking me out, exposing me to
new things. So, my mentors, that's what they did or that's what they looked
like throughout since kinder all the way to college.
EXPERIENCES OF MULTIETHNIC LATINAS 92
Thanks to the unconditional support and guidance of her mentors, Rosamaria was able to
start a pathway leading to academic success and the pursuit of higher education. Her mentors
inspired her to believe in herself and her ability to succeed. They did not only guide her and
encourage her, but that were able to assist her in her preparation for college. It became very
important for Rosamaria to have mentors that were readily available to assist her throughout high
school, college, and her graduate level studies.
The support Rosamaria’s mentors provided her also came in the form of advice which
had a significant impact on her continued drive and educational success. When Rosamaria was
indecisive about what career path in education to pursue, she recalled that one of her professors
guided her through the process of researching careers in education that best fit her interests and
educational aspirations. Rosamaria was not aware of what she wanted to study after her
undergraduate, she knew that she wanted to pursue something in education, but she was not
aware about other careers in education, besides teaching. Rosamaria shared the following about
how her professor introduced her to the different careers she could pursue in the field of
education:
When I was in undergrad and I was debating what I wanted to do
afterwards because I knew I could not survive on a bachelor’s. I knew I
had to get a master's, but I didn't know in what. I knew I wanted to help
people and I knew I wanted to be in education. I always knew that, but I
always knew I didn't want to be a teacher and so I was like "How can I
still be involved?" So, through office hours, talking to my professor, I was
brainstorming. I'm like, "I like this, I love education, I love children, but I
don't want to be a teacher," and he's like, "What about a counselor?"
"What about a school psychologist?" "What about a social worker?"
I got so offended because I was like "A social worker, those are the people
who take kids away from their homes. Like how do you even suggest that
to me?" and Dr. Hughes was, his name is his name, said, "Go and do your
research and come back in two weeks and tell me what you found, and
we'll discuss it." So, we did, and I didn't know that a social worker could
work in schools and could do counseling and could do therapy. It was very
EXPERIENCES OF MULTIETHNIC LATINAS 93
eye opening and I didn't know that. I didn't know that about social work at
all and that's when I was like, "OK, well counseling or master’s in social
work, but I didn't know what schools." So, then he's like, "OK, well your
next step, you're going to look at different graduate programs." Then that's
when I was like, "Oh my gosh, I found a School of Social Work program
at a private institution in California and that's when I was like, "Oh my
God, they have a perfect program for me. I want to study families and
children. I want to get my credential and they offer both." So, I applied
and got in. But that's basically how it grew, somebody helped me dig
myself out and discover that there's, you know, a profession called social
work and you could be a school social worker.
At first, Rosamaria was not aware that she could work as a social worker in schools, but
her professor encouraging her to research this profession gave her the opportunity to learn that
social workers can work in mental health, schools, or as counselors. Rosamaria’s professor
assisted her with the process of making a career decision by helping her choose a career that
matched her interests and a graduate program that best fit her aspirations of becoming a School
Social Worker. Rosamaria went on to earn a master’s in Social Work and is currently a District
Social Worker.
Dolores shared in her testimonio that her older friends who had graduated from college
served as mentors, as well as her professors. Dolores noted “I would always go to them for
advice and to learn from them, to have that experience, I was always willing to learn something
new.”
During her first semester of college, Yesenia shared that she found support and guidance
in a faculty member that encouraged her to persist when she was contemplating dropping out.
Yesenia expressed that she did not perform as well as she would have liked her first semester of
college, which made her doubt her ability to persist and succeed at the university-level.
In Yesenia’s words:
At my school, at the time she was the director of the Chicana/o, Latino students,
there was an actual area for us, she helped me out a lot because I wanted, I was
about to drop out my first semester from the private university I transferred to
EXPERIENCES OF MULTIETHNIC LATINAS 94
because I was struggling academically, so she was someone who help me stay on
track and find financial means. So, I had something weird going on with my
financial aid, so she just talked to someone who then helped me. She is the reason
why I stayed in school and did not drop out. She also encouraged me to join a
scholar program, for academic and social support.
This faculty member was influential in inspiring Yesenia to continue her education and
encouraging her to get involved in scholarly programs that could help her adapt to the academic
demands of college and build a social network.
The teachers, counselors, professors, programs and family members who supported the
participant’s educational success, helped to change their educational pathway in a positive way.
Each participant learned how to successfully traverse the educational system; they learned about
resources and supportive networks, and these resources and networks ultimately helped guide
them toward educational and professional success. All the participants received support from
individuals outside their familial context, which provided them with opportunities to traverse
through the educational pipeline (Yosso, 2005)
Educational challenges
This section addressed the third research sub-question, which was, what challenges
and/or obstacles did the participants face throughout their educational journey? Using LatCrit
as an analytical lens unveil the challenges the participants faced before and during college
(Solórzano & Yosso, 2001; Villalpando, 2004) to understand how they navigated these
challenges. Through a LatCrit lens, it also illustrated how the participants experience and
responded to racial disparities and other forms of subordination in their formal schooling, and at
the university level (Espino, 2008; Solórzano & Yosso, 2001; Villalpando, 2004).
In response to this question, the following four themes surfaced: a difficult journey, lack
of parents understanding, situations related to race and ethnicity, and financial obligations. These
EXPERIENCES OF MULTIETHNIC LATINAS 95
themes were selected as they were commonly identified by more than half of the participants, as
challenges that had a significant impact on their ability to succeed in college. Each theme will be
discussed in order, in the following sections below.
Research has shown that Latinas face a myriad of challenges throughout their educational
career that impede educational attainment and persistence in college (Gandara & Osugi, 1994;
Gloria, Castellanos, & Orozco, 2005; Hurtado & Carter, 1997; Rodriguez et al., 2000; Young,
1992). Throughout all the testimonios, participants shared the challenges they had to overcome
to successfully graduate from high school and college. Although these challenges served as
roadblocks at some point in their educational career, they view them as transitionary instead of
permanent. These participants were able to figure out ways to continue achieving their goals and
aspirations. Pursuing a college education was something that all the participants desired, and
they were aware that it may be filled with challenges, but they would not deter from achieving
success.
A Difficult Journey. In their testimonios, participants shared their perceptions of their
educational journey, which three of the participants described as follow; difficult.
For example, Yesenia shared that transitioning to college after high school was
challenging. She felt a sense of confusion because she knew that she had to attend college, but
she was unaware about what she had to do once she was there.
Yesenia reflected:
For college, I went to a community college before going to a four year. At the
community college it was, it was new, an interest for everyone or any first-
generation college student. It felt odd and confusing because I didn't exactly know
what I was doing. I knew that I had to go to college and it was engraved in me
that I had to go to college, but actually being there was really different and
difficult, transitioning from high school to college, learning about the transfer
process and getting the grades, learning the policies. All of that was difficult for
me.
EXPERIENCES OF MULTIETHNIC LATINAS 96
Victoria shared that she had a difficult educational journey in high school.
She shared how one of her teachers questioned her ability to academically succeed in high
school. In addition, Victoria reflected on how people would bring her down by implying that she
was going to work at a fast food restaurant instead of attending college.
In Victoria’s words:
Overall my educational journey was really difficult, just because in high school,
so like growing up where I grew up, the high school that I went to, it wasn’t a
college going culture. I remember one of my teachers had told me “Oh you are
not going to do anything with your life, you are not going to pass your AP test,”
and he was my AP teacher, and he said that on my first day of junior year. So,
after hearing that it was difficult to even become focus in school just because of
people talking down on me like that or I had friends who were like “Oh we are
just going to get pregnant and dropout, were not really going to do anything with
our life.” I also had people tell me that I was going to work at a Mc Donald’s
nearby so that was difficult but then I ended up going to college.
Victoria also struggled academically her first semester in college. She shared the following:
At university, even then it was difficult too just because I didn’t feel I was
academically prepared for school. So, I remember in high school I did really well,
and then going to a 4-year university my first semester I ended up with a 2.7 and I
had never gotten D’s before.
This was hard for Victoria because she excelled academically in high school, but when
she entered college, she had a hard time adjusting to the academic demands of college.
Similarly, Dolores also shared that she had a difficult educational journey. Dolores was
classified as an ELL until high school. From elementary to middle school, she was put in ELD
classes. When she entered high school, she was put in all mainstream classes. However, Dolores
felt that she lacked the necessary writing and communication skills in English upon entering high
school and college. In Dolores words:
My educational journey, I could say it was kind of difficult for me. I was
an ELL and in ELD classes up until eight grade. So, until the ninth grade I
was put in an all English class. For me that was a big struggle and then
even more of a struggle, when I went to my undergrad. My writing was
EXPERIENCES OF MULTIETHNIC LATINAS 97
not the best and it was a big shock for me to not remember, not to not
remember but to learn how to properly write. It was one of the biggest
struggles I had in my undergrad. Learning how to properly write and also
present. It was a big change for me in comparison to like being in an ELD
class the majority of my life up until ninth grade.
I think middle school, it wasn't a known school for you to succeed. So, the
teachers didn't really care much and even more if you were an ELD
student. I feel that within those three years I lost a lot of what I could've
learned in order for them to properly prepare me for high school. Then my
high school was one of the top ones here in LA. So, I know that's what
really prepared me for college, but it's the skills that I lacked throughout
my, you know, up until eighth grade of writing and communicating in
English that made high school and college difficult.
Entering college was difficult for Dolores, because she had feelings of doubt and
insecurity due to lacking the basic communication and writing skills in English to help her excel
in her college-level English classes.
Ruth was also classified as an ELL. Ruth shared the following:
Like when I think of elementary school…I was considered an ELL, and they will
put me in like speech classes and then they would test me all the time, what they
call a CELDT test now, um, I don't know if it was called that back then, but I just
remember getting tested all the time and I hated it. Then I would always have to
get pulled out of class to get tested and, you know, tell me that I have like a
kindergarten reading level. It was pretty bad, kind of broke me down a little bit,
but I was like, "OK, whatever."
Middle school I hated because I was put into like the lower level classes because
again testing, I sucked at them. So, yeah, I just sucked at them, so they put me in
the lower level classes and I was classified as an ELL again…
Early on in her education, up until college, Ruth was classified as an English Language
Learner (ELL). Due to this, Ruth was placed in lower level courses that failed to provide her the
proper preparation to do better in English proficiency tests to be reclassified as a fluent English
speaker. Both Dolores and Ruth were classified as ELL throughout most of their formal
schooling and were placed in remedial classes that did not help advance their communication and
writing skills in English.
EXPERIENCES OF MULTIETHNIC LATINAS 98
Parents Lack of Understanding. Throughout the testimonios, four participants
mentioned their parents, especially when describing their lack of educational understanding.
Parents put a high emphasis on the value that higher education will bring to their daughter’s
futures, however they do not fully understand the time and effort that it requires. Parents were
supportive of their daughters getting a college education, but college was an unfamiliar territory
since many of them were not college educated which made them unaware of the college rigor
and expectations (Torres, 2003).
For example, Ruth’s parents were aware that a college education meant financial stability. As
stated by Ruth:
When my parents see education, they see money. That's really my parents. My
parents were like, "No well go get an education because you got to go out and
make money," like that that's pretty much all I remember as a kid, especially my
dad. My mom really, she never really, I don't remember her ever saying like, "Oh,
go to college" or anything like that. She would just say, "You know what, just go
to school," like that was her theme. But my dad was always like, that's his culture,
like going to college, like that's part of his culture. Like he always used to say,
“Go make good money so you can come back and take care of me." That was
always my dad; “Go off to college so you can come back and take care of me.” I
don’t think they really knew how hard it is to get an education and still try to
support yourself because I did just that. I don’t think my parent understood how
hard it was to get a degree while working or just how hard it is to get a college
degree period. They just knew that I had to go to college without understanding
the hard parts, the exams, papers, mid-terms, finals, projects while also juggling a
job.
Ruth explained that her father wanted her to attain a college education, so she could
financially take care of him after. Ruth’s father encouraged her to pursue a college education
because he knew it was key for a better source of income. However, Ruth’s parents lack the
understanding of the necessary efforts she had to make to attain her college degree, while
working to financially support herself. Her parents did not fully understand that being in college
was hard in many ways; financially and academically. They were unaware of the academic
EXPERIENCES OF MULTIETHNIC LATINAS 99
demands a college education encompassed; presentations, quizzes, essays. Midterms, finals, and
projects.
In her testimonio, Victoria shared that she struggles with how to balance her role as a
student and her role within the family. She reflected on how her parents have a difficult time
being sympathetic and fully grasping the efforts and demands she encounters while pursuing her
masters and working two jobs; putting a strain on the focus and attention given to her educational
demands.
Victoria shared:
I think right now as a graduate student, the challenge that I have is not
spending as much time with my family just because I do have two jobs
and I am in school full-time. Then I am volunteering on the weekends, so I
literally have no time and I think a complaint that I always get is “You
don’t spend enough time with us,” from my family and I live with them at
home I just never see them because I am never home. Even though they
want me to get an education, I feel that they don’t understand how much it
takes away from my energy or how much it takes me from my time, just
because sometimes I’ll get home from work and school and then I get
home and I am like “I am so tired,” and my dad would tell me “De que?”
“What did you do?” and I am like “I had school and I had work” and
sometimes he doesn’t think that’s enough. He is like “Well you weren’t on
your feet like 12 hours a day working like I am,” and I am like “Yeah but I
am still working my brain, or I am still doing things, I am still talking all
the time, it’s still like physical work that I am doing.” I think that is
something that my dad does not understand or my mom doesn’t
understand when I can’t go to family barbecues because I have readings to
do or I have like a paper coming and for her she gets really sad that I can’t
do it and it’s not that I am trying to make her sad it’s just sometimes I
can’t. I try my best but sometimes I feel they get upset with the fact that I
am always busy, or I am never home, because it’s something with school.
Sometimes they start to not believe me anymore because they always say,
“You're always doing homework like why do you always have
homework,” and I have to explain to them that I'm getting a master's
degree, I want to make sure I do well, I want to make sure I graduate and I
get good grades just because maybe I do want to get a doctorate in the
future and I think that's something they don't understand.
Victoria’s parents want her to prioritize quality time with them and attend family
gatherings at the expense of her school responsibilities.
EXPERIENCES OF MULTIETHNIC LATINAS 100
Furthermore, Victoria’s parents wanted her to get a college education, but they did not
expect for her to continue past her bachelors. Victoria noted that her parents viewed education as
just pursuing a bachelor’s, and not a higher degree such as the masters. She shares that her
parents were more concerned about the money it entails to get a master’s, as oppose to
encouraging her to pursue it.
My parents like education and they want me to get an education, but I
think for them education was just getting a bachelor’s degree, it wasn’t
really getting a master’s degree. So, I remember when I told my dad that I
wanted to get a master’s, he was like “Oh with what money, I am not
going to help you, we can’t afford it, you should just get a full-time job,”
“You already got an education, you don’t need more.” My mom on the
other hand, was kind of more, I guess, she was concerned about the money
but she I remember she told me “If that’s what you want then do it, if you
know it’s going to help you.”
Rosamaria discussed that her parents were aware that there was an educational ladder that
she had to follow, such as attaining a bachelors, masters and doctorate but they did not fully
grasp the efforts she must encounter (i.e. interactions, learning) in her mission for an education.
For my parents, I think it's very different for them. They define education
as like, I believe the levels that you reach, but they don't know what those
levels consist of. So, they see it as levels rather than what you're grasping
from it, who you're meeting, who you're interacting with, what other
settings you're exposed to. I don't think they understand that. They just
think it's levels, its categories. It's like a step process to them. You have to
get a bachelor’s, a master’s and a doctorate but they do not understand the
hard work it entails.
In addition, Rosamaria felt that her parents would question certain situations during her
undergraduate education such as living on campus, studying abroad and staying past 12am at the
library, because they were unable to relate or understand due to their lack of education.
Regarding her parent’s lack of understanding, Rosamaria shared the following:
I think just a lack of understanding from my parent's behalf made it
difficult. Like, oh, they didn't understand what, like “Why are you going
abroad? Why would you want to live in a dorm and share a room with four
EXPERIENCES OF MULTIETHNIC LATINAS 101
people if you already have a room of your own, why do you have to stay
so late at the library? Are you sure you're not partying?” So, like things
that people who are educated would understand they didn't. So, I think
that's a downside of it because they couldn't really relate. They just had to
trust the process. So that made it difficult but not impossible.
Similarly, Dolores also shared that her parents, especially her mother had a hard time
understanding why she wanted to live on campus instead of at home when attending college
(Valenzuela, 1999). In Dolores own words:
So, my mom would be like, "Well, you know, you're going to live on campus
your first year, I thought you would live here.” So, that was a big difference for
her. Like all of these different changes with time she was able to be like, "OK, I
have to let go and trust your daughter."
Unfortunately, the lack of higher education of the three participants’ parents hinder them
from fully understanding the efforts their daughters had to put into their educations or their
college living choices or activities, and in many ways put additional stressors on them.
Situations Related to Race and Ethnicity. Understanding the context of each of the
participants life, was critical in making sense of the ways they experienced forms of oppression
in education, as told through their testimonios. Research shows that Latina college students
encounter feelings of isolation and marginality throughout their educational journeys because of
their gender, ethnicity, and social economic status (González, Jovel, & Stoner, 2004; Medina &
Luna, 2000). The findings in this section will provide a glimpse into the lives of four of the
participants who endured challenging situations related to race and/ or gender.
Rosamaria shared that some of the challenges she encountered throughout her
educational journey were based on being a woman, specifically a Latina woman.
Rosamaria noted:
` During my educational journey some of my negative experiences or challenges
have always been because I'm either a woman or I'm a woman of color. That's
always been an issue. Race and gender, and it sucks because I feel like it's like
EXPERIENCES OF MULTIETHNIC LATINAS 102
you're like set to lose to some degree because you're already a sub culture of
America and just because you are a person of color, people have these
assumptions about your ability to succeed in educational institutions. Then on top
of that it's like, and then you have a dual ethnic background. So that's just like
weird because you're trying to navigate both. So, during my educational journey,
that was difficult to try to explain to people and also how people perceived me for
not what I had to contribute from my mind, brain, my personality, but how I
looked in the exterior.
Rosamaria expressed that due to her ethnic background, people already had preconceived
negative assumptions about her ability to prosper. Rosamaria reflected on how people
overlooked what she could bring to the table by questioning her intellectual abilities because she
was a woman of color.
Stories about college challenges focused on race as participants left the solaces of their
communities and navigated predominately White institutions, was prevalent among three of the
participants. Dolores shared that one of the biggest challenges she had to surpass in her
undergraduate and postgraduate education was being a student of color at a predominately white
private institution. She discussed that for the most part, she was one of the few Latinx in her
classes.
For grad school and undergrad, a difficult thing for me was being a minority. At
the predominately white institution for both undergrad and grad school, I was one
of two or three Latina or Latino in a class and the majority were, you know,
Caucasian. So, that was a big struggle for me because, you know, for them to
relate to what I've gone through, it was harder and sometimes a lot of them had
that negative stereotypes of someone from, you know, a Latina coming from the
hood or the ghetto. That was a struggle for me. Trying to relate to others and them
relating to me.
For Dolores, it was a complete culture shock to attend a university where the
predominant student population was of a different cultural heritage from her own (Cushman,
2007; González, Jovel, & Stoner, 2004).
I remember in undergrad, it was a struggle for me because I wasn't used to being a
minority. Then in undergrad, it was a big culture shock remembering "Hey you're
EXPERIENCES OF MULTIETHNIC LATINAS 103
a minority not everyone is a Latino." So, going to undergrad, that was the big
thing trying to, you know, to remember where I came from and all the values that
were instilled in me, get out of my shell. At the same time learning how to learn
about the other cultures within the school…
Dolores had a hard time adjusting to her campus environment; this was the first time she
was exposed to people from different ethnic backgrounds. Dolores grew up in a predominately
Latino community and was accustomed to attending schools with students that were Latino just
like her. Furthermore, Dolores became aware that some of her classmates succumb to the
negative stereotypes labeled on Latinos who grew up in underprivileged neighborhoods. Dolores
soon realized that if she wanted to succeed despite feeling out of place and isolated, she had to
get out of her element and adjust to the new environment on campus. Despite the culture shock,
Dolores was able to achieve her goal of pursuing her baccalaureate degree, and even went on to
pursue her graduate degree at the same university.
Similarly, in her testimonio, Yesenia also discussed that she experienced culture shock
when she transferred from a community college to a predominately white private institution.
Sitting in one of her classes made it obvious to Yesenia that others around her were very
different from her. Yesenia was used to attending schools with predominantly Latino students,
and now she was attending a university where she had to interact with students that did not look
like her. In Yesenia’s own words:
Transferring, I think that's where I had like the biggest, I think that's where I had
the hardest problem because at the community college, I went with some friends,
I had a boyfriend and we were all doing it together. So, I felt like I had at least
support there. But transferring to a predominately white private institution, first of
all, it was a complete culture shock, I was very much sometimes like the only
Latina, person of color, women of color in the classroom. That felt a little bit
more lonely because I didn't, I didn't know anyone. Plus, nobody really looked
like me, I was used to attending schools with predominately Latino all my life.
Now I am attending a school where there are little to none, Latino students. So,
having to meet people and then the people I met I couldn't really connect with at
first because one they weren't of color and two they came from very privileged
EXPERIENCES OF MULTIETHNIC LATINAS 104
families. So even in the classroom it felt a little bit different, professors would be
like "Where did you guys go this summer?" and I was like "What do you mean
were did we go? I worked" but everyone else were talking about their vacations.
Yesenia felt very out of place, she was exposed to an environment that was very different
from what she was accustomed, attending a school with individuals from dissimilar cultures.
However, this did not undermine her success. Eventually she joined programs such as first to go,
which provided her the opportunity to meet other Latinx students that were also first-generation
and became involved with a multicultural sorority that offered her the opportunity to meet other
driven and motivated Latinas on campus.
Victoria attended a public institution for her undergraduate education, where there was a
low representation of students of color. In her testimonio, Victoria reflected on a challenging
interaction she encountered with the teaching assistant in her political science class during her
first semester of college. Victoria vividly remembers that the teaching assistant made a rude
comment about the writing proficiency of students coming from underprivileged communities:
In Victoria’s words:
In college, my first year I took a political science class where the majority of my
class was white and I was one of the few Latinas there and so it was a big lecture
hall with like 200 students and then we had small classroom discussions with like
20 students and so one of my teacher’s assistants was white and he would talk
about how he came from this prestigious school in New York. One time he said
“This class is going to be really writing intensive so we need to make sure that
none of you are writing like students from Compton,” and I got really offended by
that because Compton is across the street from me, I am in that community, I
grew up in that community and I remember raising my hand, my voice was
shaking and I was about to cry and I told him “That’s not fair that you are judging
people who are coming from these communities that have no resources and I am
coming from that community and that is not fair, people from Compton, people
from Lynwood, or from South LA, they can write, it’s just you need to be there to
support us because we are in higher education.” I remember when I told him that,
we were both just staring at each other and he just changed the topic and he didn’t
confront me afterwards, he didn’t ask me how I felt, he didn’t apologize or
nothing. He just kind of avoided me the rest of the quarter.
EXPERIENCES OF MULTIETHNIC LATINAS 105
Though the teaching assistant may not have been aware that his negative comment had
such a lasting impression on Victoria, she vividly remembers when she voiced her opinion to
stand up for herself and the community she grew up in and continues to carry the pain and
impact from this exchange. Victoria experience a brief racial micro aggression that she felt was
intentional and hostile towards a population that she was closely connected with.
Financial Obligations. Research shows that Latino college students are known as
“workers who study” compare to students whose primary focus is work and school-related
demands are secondary (Albin & Francis, 2006; Pascarella & Terenzini, 2005). For many Latinas,
their parents cannot provide the financial support necessary to afford a college education, so many
resort to working, or not pursuing a college education to avoid adding additional burdens to their
parents (Sy & Romero, 2008). The third theme that surfaced related to the challenges and barriers
three of the participants experience was financial obligations. Their parent’s financial struggles
and lack of financial assistance had a significant impact on their ability to afford an education or
its related expenses without solely relying on loans or other financial means such as working, while
making the time necessary to maximize the chance for a successful educational journey.
Ruth, Yesenia and Victoria shared the financial struggles they were faced with while in
college, as they needed to work and go to school to finance their own expenses and contribute to
the household.
Ruth discussed that she was working 3 jobs while attending college to pay for her own
school-related expenses, living expenses and to financially assist her parents. Ruth was aware
that her parents could not assist her financially and they expected her to financially contribute to
the household while she was in college. Ruth shared the following:
EXPERIENCES OF MULTIETHNIC LATINAS 106
I was working and going to school at the same time. My parents couldn’t assist
me financially, I knew that. So, I had to work to buy my textbooks, pay my bills,
living expenses, my car and other expenses. I was also helping my parents out
financially by paying some of the household bills and giving them money for
other expenses and for rent. I wasn’t living at home, so I had to pay for that. Was
that challenging? It's hard, I mean working and going to school at the same time
it's hard. I was working 3 jobs and going to school. I'm not going to lie it’s hard
because you have to find time to study, write your papers, but I had to make it
work, where, you know, I was still able to pass all my classes and stuff. Even if I
was tired after a long day at work, I made time to study and do my work for my
classes in between my classes and during my breaks at work. So, it was a
challenge but, I mean sometimes you got to do what you got to do. You have to
work, you got to work and go to school.
Ruth did not have another choice but to work and go to school at the same time. Ruth
had to financially contribute to the household by paying bills, and helping her parents pay the
rent. She shared that having to work and go to school was a challenging situation because she
had to find time to study and do her school work, to make sure she did not fall behind in her
studies. Ruth learned to balance work and school commitments. She would make time in
between her classes and during her breaks at work to complete assignments and study for
midterms and exams. Ruth was able to pass her classes with good grades, despite working three
jobs at the same time.
Yesenia discussed how she had to work while in college to pay for her own expenses and
help her mother out financially. Yesenia shared the following:
When I was in college, I had to work to pay for my expenses and help my mom
out financially. I also had to rely on loans to pay for my remaining tuition when I
transferred to the private university because I could not pay out of pocket. My
parents got a divorce a year before I graduate high school and I stayed with my
mom. At that time, my mom was on disability from work. She had to rent out a
back room. So, I was responsible for paying my own bills, like paying my cell
phone and school-related expenses such as textbooks, as well as helping my mom
pay for the light and water bill, and groceries. My mom took care of the rent. I
helped my mom all throughout my undergraduate and graduate education. I
worked 20 hrs. a week, and was taking 15-18 units a semester, so school was hard
enough on its own. It was hard to juggle working and then going to school full-
time. I had to balanced school and work by managing my time, which was hard at
EXPERIENCES OF MULTIETHNIC LATINAS 107
times. I made sure to get most of my school work done at school in between
classes and after work. But sometimes it was hard to do both because the most
difficult part is just being tired and finding the energy to do schoolwork after a
long day at work.
Yesenia noted that she had to rely on loans to help pay for her tuition during
undergraduate and graduate school. Yesenia knew that her parents could not assist her
financially, and she was unable to pay so much in tuition out of pocket, so she had to take out
loans to finance her education. Yesenia had to resort to working while in school because she had
to contribute to the household by paying the water and electricity bill and paying for the
groceries. Yesenia financially supported her mother all throughout her college and graduate
education. Although, Yesenia was taking a heavy college course load while working part-time,
she learned to balance her time to make sure she did not neglect her studies.
Victoria discussed the financial hardship she was faced with during her undergraduate
education. Victoria found out that her parents were going to end up homeless after her first year
of college. This pressure almost encouraged Victoria to drop out of college to contribute
financially. In Victoria’s experience, she shared:
After my first year of college, I found out that my family was going to be
homeless. So, I remember my parents had told me “Is either you drop-out of
school to work or you work to help us while in school,” but at that time I was like
“No, I don’t want to be what everyone said I was going to be, I don’t want to be a
college dropout, I don’t want to be that person who doesn’t get an education.” So,
what I decided to do was, instead of living at the dorms, I decided to commute
from home and work at fast food restaurants nearby my house. So, I could help
my parents financially and then still pay for my school just because I was like one
of the students who didn’t get any financial aid, I only got loans. So, I was
disqualified from grants, and scholarships and things like that because my
parent’s income was too high, so because of that I was tempted to dropout and
work and at that point I didn’t talk to financial aid because I didn’t know about
financial aid. I didn’t know that I could talk to them or that they could help me.
So, then my last three years in college, I was working almost full-time and
EXPERIENCES OF MULTIETHNIC LATINAS 108
helping my parents and we were able to become a little bit more financially stable
and then I graduated.
Victoria did not want to be another statistic, a college dropout, someone who did not
obtain an education. She wanted to continue her education, so she made the choice to work and
go to school at the same time to help contribute to her household financially and pay for her own
education. Victoria did not qualify for financial aid and did not want to solely rely on loans, her
only other option was working. Like Dolores and Ruth, Victoria had to learn to manage work
and her academic demands. She noted that at some point she was working almost full-time and
going to school. However, like the other two participants, Victoria found ways to manage
working many hours and doing well in school. Despite the financial obligations, Victoria
persevere and graduated college.
Despite the financial obligations, difficult educational journey, or different challenges
they had to endure and overcome, the participants of this study were able to preserve and
continue with their education. They are prime examples of resiliency, they had the ability persist
and continue to achieve their goals, and in the mist of hurdles. All the participants were able to
successfully navigate their campuses, while resisting barriers regarding race and ethnicity and
financial struggles.
Summary
This chapter explored the findings from the thematic analysis of each testimonio with the
hope of answering the central research question and sub-questions. Each research sub-question
was illustrated on its own; in order to further examine the themes that surfaced from each
participants’ testimonio.
When answering the research sub-questions, it was revealed that although these five
women had unique lived experiences, they too, shared similarities. This chapter invited each
EXPERIENCES OF MULTIETHNIC LATINAS 109
participant to recollect on the individual lived experiences that shaped their educational success.
The participants shared stories related to their parents, educational journeys, and the challenges
they had to surpass while navigating institutions of higher learning. These women expressed the
factors that influenced and shaped their educational success. All the participants in this study
were the first in their family to obtain a baccalaureate degree and/or graduate degree. Even
though each participant faced challenges that impacted their ability to persist in college, they
managed to transcend such challenges and continue to pursue their educational aspirations.
Chapter 5 offers further discussion of the findings, including recommendations for further
research.
EXPERIENCES OF MULTIETHNIC LATINAS 110
CHAPTER FIVE: DISCUSSION
This study was told from the perspective of five multiethnic Latinas in the form of
testimonios that served as counter stories that challenged deficit-based educational studies about
Latinas. The purpose of the study was to uncover and highlight the lived experiences of five
multiethnic Latinas who successfully journeyed along educational pathways to receive their
college and postgraduate degrees. This study was prompted by the need for educational research
to illustrate an in-depth depiction of the educational trajectories of multiethnic Latinas and the
impact their experiences have in their success and degree completion. To continue to increase the
educational attainment of Latinas, we must understand the experiences and factors that
contribute to their success and degree attainment.
The central research question guiding this study was: How have the lived experiences of
multiethnic Latinas, revealed through testimonios shaped their educational success?
Sub-questions:
d. What influenced and shaped their educational success?
e. What resources and support systems did the participants encounter throughout their
educational journey?
f. What challenges did the participants face throughout their educational journey?
Summary of Findings
There were three research sub-questions that guided the findings of this study. These
questions are used here to guide the summary of the research findings.
Research Sub-Question #1: What influence or shape the participants educational success?
This question led the researcher to understand who and what influenced the educational
trajectories of the participants in this study. As well, it provided participants with the opportunity
EXPERIENCES OF MULTIETHNIC LATINAS 111
to reflect upon the influences and experiences, which allowed them to persist and succeed in
their educational journeys. In retrospect, all five participants mentioned that their parents
significantly shaped their educational ambitions and desire to succeed academically, which is
supported by the research (Gandara, 1982; Gonzales, 2012; Gonzalez, 2007; Gonzalez, 2006;
Orozco, 2008; Zambrana & Zoppi, 2002; Zaragoza-Petty & Zarate, 2014). One of the
contributing factors was their parents placing a strong value on education, which contradicts the
continuous assumption that Latino parents do not value or care about their children’s education
(Moreno & Valencia, 2002; Quicho & Daoud, 2006; Medina, Guzman, & Wong-Ratcliff, 2015).
Although none of the participants had parents who had gone to college, except for one
participant’s mother, they all credited their parents for setting high educational aspirations that
included the pursuit of higher education. The counter narratives of this study confirmed findings
in previous research, in which parents are essential in promoting aspirations for academic
success and educational attainment (Anchor & Morales, 1990; Hill & Torres, 2010; Hwang &
Vrongistinos, 2010; Zalaquett & Lopez, 2005).
It is important to note that literature in K-12 education points to the disconnection
between Latinx parent’s views of educacion (i.e. education) versus the ways the U.S. educational
system define the goals of education. Research has shown that Latinx parents perceive educacion
as the encompassing of both academics and moral behaviors, such as respect, knowledge of right
and wrong, and the importance of family and unity (Espino, 2016; Reese, et al., 1995). However,
this study unveiled that Latinx parents perceived education as the route to upward mobility and
prosperity. These findings also uncovered that parents conveyed aspirational capital by sharing
their aspirations for higher education to their daughters (Orozco, 2008; Yosso, 2005).
Noteworthy, stressing the importance of education for their daughters, dispelled the deficit
EXPERIENCES OF MULTIETHNIC LATINAS 112
thinking that perpetuates the idea that Latinas are not allowed to get an education (Castellanos &
Jones, 2003; Gandara & Contreras, 2009; Gonzalez et al; 2004).
Findings highlighted the importance the role of mentoring had in the participants
educational aspirations and endeavors. Although most of the participants did not have a role
model to look up to growing up, they noted the need to be the role model themselves to promote
positive academic behaviors to their younger siblings and family members. Mentoring has been
shown to be an effective academic tool which impacts Latinx student’s educational success and
educational attainment (Solorzano & Villalpando, 2005; Valenzuela, 1999; Yosso, 2006;
Zalaquett & Lopez, 2007). This study found that being the role model at home was a major
perceived influence in each of the participant’s educational success. As the first in their families
to attend college and pursue a graduate-level education, all five participants felt it was their
responsibility to etch the footsteps of educational success to their siblings and family members
(Castellanos & Gloria, 2007; Stanton-Salazar and Spina, 2003; Valverde, 2008). They
recognized that their duty to serve as role models was crucial since they had the potential to
shape their siblings and family members educational pathways. Notably, they pave the way for
their siblings and family members by becoming trailblazers of education. As a result, their
younger/older siblings are preparing themselves to apply for graduate-level programs; some are
in college or will be graduating college. More importantly, the findings of this study suggest that
role modeling not only influences individual success, but also the future educational
achievements of younger siblings and family members.
Each participant had different experiences and/or reasons as to what evoke their
motivation to succeed and accomplish their academic ambitions (Denhardt et al., 2008;
Mnyandu, 2001). All the participants had a desire to achieve success. The findings of this study
EXPERIENCES OF MULTIETHNIC LATINAS 113
revealed that two of the participants wanted to contribute financially to their parents, which
meant they needed a college and postgraduate education to acquire a well-paying career
(Gandara, 1995; Suarez-Orozco, 2002). Other participants had the desire to make a change in the
field of education, whether by guiding and motivating students from similar backgrounds to
attend/and or graduate college or raising awareness about issues related to their career field.
Research Sub-Question #2: What resources and support systems did the participants
encounter throughout their educational journey?
This dissertation presents a few counter narratives to the previous canon of research on
parental expectations and support towards Latinas educational attainment. One of the themes to
emerge from the analysis of this sub-question was parental support. All the participants shared
stories that illustrated the level of support they received from their parents during their
educational journeys (Alfaro, Umana-Taylor, & Bamaca, 2006; Altschul, 2011; Ceballo, 2004;
Gonzales, 2012; Gonzalez, 2007; Martinez, DeGarmo, & Eddy, 2004; Walker et al., 2011). The
support of their parents was instrumental for all the participants, because the parents in their
home supported their determinations to attend college and encouraged them to keep striving
towards their educational ambitions. These counter narratives differ from past research that
dictate that Latino parents do not support their daughter’s educational ambitions because they do
not want them to stir away from traditional gender roles (Castellanos & Jones, 2003; Espino et
al., 2010; Gandara & Contreras, 2009). The counter narratives of this study suggest that parents
would rather have their daughter’s heavily focus on their education instead of upholding
traditional gender roles. It is important to note, that only one participants parent expected her to
adopt Latino gender role behaviors (i.e. doing laundry; cooking; cleaning) throughout her
educational journey.
EXPERIENCES OF MULTIETHNIC LATINAS 114
Review of the findings also found that two of Yosso’s (2005) forms of cultural wealth
became evident in a few of the participants narratives. In sharing stories about their educational
journeys, three out of the five participants demonstrated navigational capital by utilizing some of
the resources provided by their college campuses to help them maneuver the school environment,
adjust to the school’s culture, and academic demands (Luna & Martinez, 2013; Sandoval-Lucero,
Maes, & Klingsmith, 2014; Yosso, 2005). These participants were proactive and sought the
resources and social capital (i.e. scholarly programs, sorority) they felt they needed to succeed in
their college campuses (Tinto, 1988). This social capital wealth helped them find a community
that they were able to identify with and interact with while on campus. More importantly, the
findings unveiled that these participants possessed social capital and navigational capital which
they utilized as they navigated through their higher education experiences (Yosso, 2005, 2006).
Each participant interviewed spoke about one or more caring and supportive adults
outside the family, that helped guide their success in formal schooling and in college (Kimura-
Walsh, Yamura, Griffin, & Allen, 2009; Murray, 2009; Prelow & Loukas, 2003; Saunders &
Serna, 2004; Stanton-Salazar & Tai, 2001; Woolley & Bowen, 2007; Woolley et al., 2009). All
five participants mentioned how beneficial it was to have mentors, teachers, or faculty members
who took an interest in them, encouraged them to pursue their educational aspirations, and
helped them successfully traverse educational systems. Due to their parent’s lack of knowledge
about the U.S educational systems and higher education, participants relied on their mentors for
guidance when needing scholarly assistance, college information or as they were completing
college. In accord with these findings, research indicates that relationships with supportive adults
or mentors, can serve as a bridge to academic success and help bolster the educational aspirations
of Latinas (Gandara & Contreras, 2009; Gonzalez, Stoner, & Jovel, 2003; Kimura-Walsh et al.,
EXPERIENCES OF MULTIETHNIC LATINAS 115
2009; Stanton-Salazar & Tai, 2001; Zarate and Gallimore, 2005). The findings reveal the
necessity of acknowledging the pivotal role that supportive adults and/or mentors play in helping
Latinas excel academically in secondary and post-secondary institutions, and in accomplishing
their educational ambitions.
Research Sub-Question #3: What challenges and/or obstacles did the participants face
throughout their educational journey?
The findings revealed that participants reported a few challenging experiences they had to
overcome to move forward and complete their degrees. All the participants shared stories that
illustrated difficult situations they stumble upon at different stages of their educational journeys.
Two of the participants shared that their parents did not fully understanding the academic
demands of higher education, and instead expected them to contribute to the family monetarily
and with their time. Other participants shared that their parents had a hard time understanding
why they wanted to move out from home and live on campus during their undergraduate
education.
Findings also revealed that four of the participants experienced some level of racial
disparity throughout their educational journeys. For example, some participants shared stories
that illustrated how others perceived them as intellectually inferior because of their ethnic and
educational background (Medina & Luna, 2000). Additionally, they felt that their academic
capabilities where questioned because of their gender, and the community they grew up in.
Stories about college challenges focused on experiencing culture shock and feeling like they did
not belong were common among two of the participants. These two participants perceived
themselves as disconnected from their college campuses because they were part of a numerical
minority. This is consistent with past studies that have indicated that Latino students often
EXPERIENCES OF MULTIETHNIC LATINAS 116
experience culture shock and feelings of isolations when attending 4-year institutions where they
are ethnically underrepresented (Cushman, 2007; Kodama, 2002; Choi-Pearson and Gloria,
1995). Noteworthy, this study reveals that Latina college students continue to experience layers
of subordination based upon cultural differences and gender.
In response to this sub-question, the analysis also revealed that financial obligation was
also a challenge that more than half of the participants underwent while in college. Three out of
the five participants had to work while in college because they were expected to contribute
financially to their households (Sy & Romero, 2008). These participants had to learn how to
manage work and school at the same time. These findings suggest that Latinas are also expected
to financially support their families while in college, despite the literature continuously
illustrating that Latino male students are the ones expected to contribute monetarily to their
households (Albin & Francis, 2006; Nunez, Johnelle Sparks, & Hernandez, 2011). Furthermore,
paying for their college education and its expenses was another reason why these participants
stated that they had to work while in college. They shared that their parents were unable to
financially assist them while in college. Due to their lack of knowledge about the financial aid
process and its impact on college cost (Zarate & Fabienke, 2007) two of the participants had to
merely rely on loans and work to pay for their college tuitions.
Implications for Practice
This study brought to light the lived experiences of five multiethnic Latinas who have
achieved success both in college and graduate school. These experiences are important to
acknowledge, because they offer a better understanding of the support systems, resources and
influential factors that contributed to their educational success. The challenges were also
illustrated as examples of how the educational experience impacted the persistence and degree
EXPERIENCES OF MULTIETHNIC LATINAS 117
completion of the participants. This is a critical improvement because most of the educational
literature on Latinas centers on the challenges they experience instead of the factors that help
foster their success and degree attainment. The implications for practice that I formulated as a
result of this study outlined important themes that surfaced. The results of this study are intended
to the following (a) educators, (b) high schools, (c) colleges and/or universities.
1. The role of mentors and supportive adults outside the familial context appeared to be
influential for the educational success of the Latina participants. Since many Latina
college students may be the first in their family to attend college, and may lack role
models within their family, it is imperative for schools and universities to have
mentorship programs in place to help Latinas successfully navigate the educational
pipeline or institutions of higher learning. More importantly, it will be of great benefit for
these students to be exposed to mentors of similar ethnic background and gender, to be
exposed to someone in their community who has achieved success and move on to
successful careers.
2. Another recommendation is for administrators and high school counselors to learn about
the ways Latino parents are involved in their children schooling. Parental involvement in
the case for many of the participants’ parents was not the traditional incorporation of
parents attending school-related events or coming to speak with their children’s teachers
and/or counselors about their grades. There is this continuous assumption that Latino
parents do not care about their children’s educational success or place a high value on
education. The findings of this study suggest that Latino parents constantly stressed the
importance of education and instilled aspirations for a college education. However, it is
imperative for administrators and counselors to stir away from stereotypical assumptions
EXPERIENCES OF MULTIETHNIC LATINAS 118
and learn more about the ways Latino parent’s foster educational success by providing
home-based support at home.
3. Some recommendations for student scholarly programs and multicultural social
organizations at predominately white institutions would be to focus on outreach to first
generation Latinx college students. For some of the participants in this study student
scholarly programs and social organizations were helpful for them to find a support
network and place on campus where they felt welcome and supported. Rather than just
talk about the services and activities the scholarly programs or social organization offer at
involvement fairs or providing flyers, it may be beneficial to engage students by
providing interactive presentations twice a semester by having ice breakers, and short
team building activities to have students interact with one another. Outreach should occur
twice throughout the year and scholarly programs and multicultural social organizations
should make themselves visible and approachable on campus.
4. A strong recommendation for counselors and administrators at the high school level
would be to provide early and frequent information sessions for parents and students
about needed information college, the application process, how to apply for financial aid,
the types of financial aid that can help finance a college education, explaining the
difference between a 2-year and a 4-year institution. Participants who participated in this
study, lacked the knowledge about financial aid, and their parents had no college
knowledge about the application and financial aid process.
Recommendations for Future Research
The results of this study provided detailed descriptions of the stories and lived experiences of
five multiethnic Latinas and the factors that contributed to their educational success and degree
EXPERIENCES OF MULTIETHNIC LATINAS 119
completion. In pursuit to continue increasing the educational attainment of Latinas in higher
education and graduate-level studies, the researcher recommends the following be considered for
future studies:
1. Future research should focus on Latinas that are currently completing their graduate
degrees to get a better picture of the experiences that hinder or foster their persistence in
graduate-level programs. Only two participants were currently completing their graduate-
level degree, the rest had already obtained their graduate degree.
2. Future research should explore how Latinas accumulate all the forms of community
cultural wealth from parents, families, communities, and social networks. This study
revealed that some of the themes that emerge within the narratives were directly related
to a few types of capital that are embodied within the Community Cultural Wealth
framework: aspirational, navigational, and social. Participants demonstrated that they had
access to these specific types of capital at some point in their educational journeys.
3. Future research should focus on Latinas attending predominately diverse universities or
colleges to explore how Latinas navigate these institutions and if they are faced with
challenges related to adjustment and acclimation.
4. Future research should explore the identity development of multiethnic Latinas, how do
they make sense of their identities, how do they navigate or embrace all ethnic identities.
This study used five multiethnic Latinas as its population sample, however it provides a
holistic picture of their lived experiences related to their multiethnic background.
Participants shared stories and experiences that they perceived related to their Latinx
multiethnic backgrounds.
EXPERIENCES OF MULTIETHNIC LATINAS 120
5. Future research should explore the importance of role models within the family for first-
generation Latinas, how does having a role model that achieved success influence their
motivation to pursue higher education.
6. Future research should explore when do Latina students pivot from wanting to become a
role model, to realizing that they want to become the role model that they have been
searching for. When does the motivation come from within them to want to become the
role model that they lacked while growing up and create the change that they want to see.
7. Future research should also explore the difference between mentorship and role model-
ship among Latina students. When is a mentor just someone that provides information to
navigate the educational system, and when does a mentor also serve as role model in
where students perceive a representation of themselves in these mentors.
Conclusion
I hope the findings of this study help motivate other Latinas to strive for success and
continue through the educational pipeline with confidence and determination. As I complete this
dissertation, I reflect on my own lived educational experiences and acknowledge that I would not
be where I am in my educational career if it wasn’t for the unconditional support provided by my
parents and mentors who helped guide my educational pathway.
I remembered I entered college with big ambitions and the incredible pressure that
everything I did from that moment would determine my future. My desired to succeed was
solidified by my own individual drive and the high aspirations placed by my parents. I always
knew that I wanted to make my parents and my community proud. I wanted to show that a
multiethnic Latina who grew up in a low socioeconomic community and attended inner-city
public schools, could thrive in the world of academia, breaking the glass ceiling that has
EXPERIENCES OF MULTIETHNIC LATINAS 121
continued to keep women of color from publicizing their achievements and educational
successes. The fire I felt in my heart as a college student has grown the more I have learned
about the inequities Latinas continue to face in the world of education.
As a first-generation student, as the first in my immediate and extended family to attend
college and earn a doctorate degree, I’ve surpassed challenges that made me question my ability
to succeed and hampered my strength to persist. However, I was resilient, and perceived all my
challenges as opportunities instead of impediments. It feels good knowing that I will soon join
the small percentage of Latinas that have attained a doctorate. I am leaving proof that success is
possible and if I was able to do it, other Latinas can too. My main goal in education is to inspire
other multiethnic Latinas to dream big and aim high, especially by pursuing degrees that are not
dominated by people that look like us.
EXPERIENCES OF MULTIETHNIC LATINAS 122
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Appendix A
Participants Testimonios
Yesenia
I am very outgoing, caring, passionate, and I'm a hard worker. My dad is from
Guatemala, he came to the United States I believe when he was 18, he only finished high school
in Guatemala and well his mom and his sister and brother came to the United States and my Line
mom is from Mexico and she came here with her mom and her siblings, I think when she was
about eight years old. She is from Jalisco, Mexico and my dad is from Guatemala City, which is
the capitol of Guatemala. My mom's culture is a lot more prominent in my life.
My family is big on caring for other people and is always about helping each other out.
My mom is very religious so that compassionate and giving and caring side is very important. I
got that from my grandma too. She will always go to church, she would go spread the gospel at
like different jails and stuff. My mom, my parents, we grew up in South Los Angeles. So, my
grandma will take in a lot of my cousin's friends and people that were in drugs and she will give
them a lot of food, so my mom was very much like that. So more caring and giving and hard
work and always working. So, then I'm always making meaning between you need to work hard,
you need to work hard to be someone to get far in life.
For me growing up, hard work was definitely school; they expected me to do really,
really well in school. My mom didn't even finish middle school. My mom, I don't think she even
has a high school diploma, but my dad finished high school but he never like continue studying
here in the United States. So, they expected me to definitely finish high school and go to college.
My parents knew that good grades would help me get me into college. So, they would always sit
me down, making sure that I finish all my homework. I was in our dining table until my
homework was done and neat. If my handwriting was sloppy, my dad would erase the whole
entire page and have me redo it all over again. So, for me it was mostly working hard in school.
My parents were strict. School was a priority for me. My dad was the main person who
made sure my homework was done. I was not allowed to visit friends without my parents
meeting my friend’s parents. I could not attend parties without them knowing their parents as
well. I was dropped off and picked up at a set schedule.
For me education is the learning of something new, being able to apply the knowledge
that you gained. For my parents, I think they viewed it through a more systematic approach. So,
it was very important for me to get the good grades and to have high remarks when they would
go talk to my teachers.
My parents instilled in me the value of education by making it a priority in my life since I
was a little. My parents would always tell me that I was going to go to college and needed to go
to college for a better future. To them education was very important and they expected me to get
good grades. My parents attended every parent conference and made sure my homework was
complete as a child. The fact that my parents were involved in my schooling helped me succeed
in school. My parents chose to register me into a charter school, instead of my regular home
school, because there was more of a college ready emphasis at the charter school. As a child my
parents would take me to the library to read books, and they bought a set of encyclopedias as
well. In my home reading was important. My parents instilled the importance of academic
success because they wanted me to graduate high school and go to college. They wanted me to
EXPERIENCES OF MULTIETHNIC LATINAS 143
pursue a college education and aspire for a better future. My parents wanted me mainly to focus
on my academics instead of expecting me to learn household duties or live up to the gender roles
of our culture.
Elementary I think it was really fun, having friends, it was more of a social thing. Middle
school was a little bit difficult, it was a lot of work because I got into this, it was called NAI, it
was this program brought by USC at my middle school. So, I was like in one of those, like more
like harder classes, I picked music instead of P.E. or cadets while everyone else took P.E. or
cadets, I learned how to play the flute. So, it was a lot more stressful. I think there were higher
expectations but that's where I was introduced to like college and the idea of college and high
school was the same. I was the first graduating class of my charter school, so it was really new
and they just started. Everything was college-oriented. So, the same, I joined the cheer-leading
squad. So, a lot of high expectations having to go to school on Saturdays, every Saturday having
to go to tutoring and practice and making sure that my grades were good as well.
For college, I went to a community college before going to a four year. At the community
college it was, it was new, an interest for everyone or any first-generation college student. It felt
odd and confusing because I didn't exactly know what I was doing. I knew that I had to go to
college and it was engraved in me that I had to go to college, but actually being there was really
different and difficult, transitioning from high school to college, learning about the transfer
process and getting the grades, learning the policies. All of that was difficult for me.
When I was in college, I had to work to pay for my expenses and help my mom out
financially. I also had to rely on loans to pay for my remaining tuition when I transferred to the
private university because I could not pay out of pocket. My parents got a divorce a year before I
graduate high school and I stayed with my mom. At that time, my mom was on disability from
work. She had to rent out a back room. So, I was responsible for paying my own bills, like
paying my cell phone and school-related expenses such as textbooks, as well as helping my mom
pay for the light and water bill, and groceries. My mom took care of the rent. I helped my mom
all throughout my undergraduate and graduate education. I worked 20 hrs. a week, and was
taking 15-18 units a semester, so school was hard enough on its own. It was hard to juggle
working and then going to school full-time. I had to balanced school and work by managing my
time, which was hard at times. I made sure to get most of my school work done at school in
between classes and after work. But sometimes it was hard to do both because the most difficult
part is just being tired and finding the energy to do schoolwork after a long day at work.
Transferring, I think that's where I had like the biggest, I think that's where I had the
hardest problem because at the community college, I went with some friends, I had a boyfriend
and we were all doing it together. So, I felt like I had at least support there. But transferring to a
predominately white private institution, first of all, it was a complete culture shock, I was very
much sometimes like the only Latina, person of color, women of color in the classroom. That felt
a little bit more lonely because I didn't, I didn't know anyone. Plus, nobody really looked like me,
I was used to attending schools with predominately Latino all my life. Now I am attending a
school where there are little to none, Latino students. So, having to meet people and then the
people I met I couldn't really connect with at first because one they weren't of color and two they
came from very privileged families. So even in the classroom it felt a little bit different,
professors would be like "Where did you guys go this summer?" and I was like "What do you
mean were did we go? I worked" but everyone else were talking about their vacations.
So, me, at the time I didn't get to know or meet many transfer students, our orientation
was a one-day thing and it was a couple hours versus everyone else who came in as a freshman,
EXPERIENCES OF MULTIETHNIC LATINAS 144
orientation involved both team-building activities and meeting people. So, for me, it was a little
bit more difficult. I think I struggled a lot academically the first year. I'm pretty sure I had a low
GPA. But it wasn't until I joined a sorority called Sigma Lambda Gamma, where I felt a little
more comfortable because I was able to meet people that I could relate to, actual women of color
but also transfer students who had similar educational aspirations and interests. The sorority
helped me so much because I did not feel alone. I met other women of color who encouraged me,
provided support and guidance.
From my sorority Sigma Lambda Gamma, I think a lot was support, the values that we or
that the sorority uphold. So, a lot of community service we did together. We had mandatory
tutoring, tutoring hours to attend and we would study together, had to uphold a certain GPA so
that kept me on track and helped me do better academically my second semester of my first year
and then they helped me get to know other clubs, attend events on campus and get involved that
way. And then when we had a faculty advisor as well and being able to network and meet other
people or sorority sisters from other campuses and sorority sisters who have graduated, that are
women of color, that are now in their careers. So, that was really helpful
At my school, at the time she was the director of the Chicana/o, Latino students, there
was an actual area for us, she helped me out a lot because I wanted, I was about to drop out my
first semester from the private university I transferred to because I was struggling academically,
so she was someone who help me stay on track and find financial means. So, I had something
weird going on with my financial aid so she just talked to someone who then helped me. She is
the reason why I stayed in school and did not drop out. She also encouraged me to join a scholar
program, for academic and social support.
At the time they were also creating this new program called First to Go, so for first-
generation college students. But at that time, it was geared towards freshmen but they did allow
transfer students to go and so I did join the program and I was given a mentor so she was really
nice too and she was also a first-generation college student. She was the first in her family to go
to college as well, so she was someone I could relate. I was also able to meet students that were
also first-generation like me.
I think for my graduate degree I was a lot more eager, I think I had a hold of things but I
think undergrad was probably the hardest, the confusion, not knowing what to do, not really
knowing anything about college and how to choose a major. I got my degree in English. I hate
English, I thought I was great at English. So, I was like "I should major in it" and that was
literally my reason for choosing that major, and that wasn't a good idea. But I get it, I finished it,
I wasn't going to start over. Like not knowing the financial aid thing was like a huge issue
because then I ended up taking out a lot in loans to finish paying LMU. I really didn't sit and
think about what it was that I was planning or why I should have looked at other schools that
were cheaper.
As a graduate student I felt that it all finally sticked in, you know, moving up was really
difficult just not knowing, getting into, you know, college and getting my first degree was really
hard, but I think once I graduated I knew what I wanted to do. So, I went into my grad program, I
only had a semester off between my undergrad and grad program, so I started right away and it
felt right, like I knew that I was in the right place. This is what I wanted to do and all the courses
I absolutely loved, all the hours and the work that I had to put in was fun. It didn't feel like I was
forced to be there, I loved it. Even if it was a lot of work that I had to put in, it was work that I
enjoyed doing. I fell that for grad school, it was a perfect fit for me.
EXPERIENCES OF MULTIETHNIC LATINAS 145
I would say my family and my community have been my greatest support. My family,
just because I knew that I wanted to be able to take care of my parents. So that drive came from
that and also their support, them always thinking highly of me and thinking that I can achieve a
lot more. My community, I feel like I see the social injustices that were happening in my
community. So being able to give back to my community was a big deal to me. But to me the
only way that I think I would be able to do that is to go to school, have a good job and I guess be
able to help other people or help other students, you know, be able to reach or achieve more.
I think for my family, I think being the first. So, I wasn't just the first to go to college in
my immediate family, but I was the first in my entire family to also get a graduate degree. So,
now I have my younger cousins, and they go to me a lot to ask questions about school and
college. I started to build a path, you know, for my entire family to show "Hey, this is possible,"
if she was able to do it, I can too, and I know for my mom, for myself. Well, I live alone, I am
taking care of everything by myself so I'm financially stable, that's one thing. I'm able to help my
mom out with her bills and stuff now.
I decided I wanted a graduate degree when I was in community college. So, I went to a
community college, I had a bad experience with one of the counselors there, I was applying to
like a private school or whatever and for that school you have to go do the common application.
But the common application was for all private schools, besides having their own questionnaires
they wanted me to apply there as well and the counselor, I was telling the counselor at the time
about it and this was in general counseling and she was like, "What are you talking about, that
school has their own group of questions and you just answer those," and I was like, "No, I
understand that, like I read it, you need to do these questions, but they're also asking me to
complete the common application and she was like "What, okay" and then she goes on to check
and I was right. So, at that moment I was like, "Oh heck no, like I'm having this struggle and it's
frustrating and here I am going to someone who's supposed to know this but I'm teaching them or
telling them like, you know, how do I know more than her at that time." So that's when I decided
I wanted to become a counselor.
I've already kind of met my goal, I don't know if this is where I'm going to stay but I am a
tenure track professor. So, I mean my goal is to be tenure. I'm almost halfway there, but I think
again, it just gives me more upward mobility, like now being able to have this degree, to have
my position, the experience that I'm gaining now and along with all of that has gotten me here, is
going to be able to give me the opportunity if I want to move up the ladder and maybe move into
administration.
So, I was an adjunct first. It's interesting because I know that I got my position really fast
compared to a lot of other adjuncts. I was only an adjunct for about maybe a year and a half and I
know a lot of adjuncts that are usually adjuncts for about 10 years before they get a tenure track
position. But I think what helped me was all the work that I did, so even as a grad student I was a
career guidance counselor assistant, so I always stayed at a community college because I knew
that that's where I wanted to be. So, all my internships, all the hours that I had to do were always
at a college. So, I always worked really, really hard and I worked directly with Deans of Student
Services, which are the ones that hire. But I was an adjunct for about a year and a half at three
different colleges.
My Guatemalan side of the family, there a lot more disciplined than my Mexican side of
the family. My dad's side of the family, there isn't a lot of us, so that's why I can't really say that I
connect more to my Guatemalan side but I think that my Guatemalan or the values that my dad
EXPERIENCES OF MULTIETHNIC LATINAS 146
got from his father and his parents in Guatemala is what kind of pushed me to do what I needed
to do. My mom's side of the family, I love our culture a lot more, I think is a lot more fun and
bright when I think about my Mexican side of the family and our Mexican culture. Same as
Guatemala but I think just a lot more discipline came from that side.
I identify as Latina, I definitely make a point to let people know that half of my culture
and being is Guatemalan or chapina. I don't ever say that I'm Mexican. I value my dad’s side of
the family, our culture there, I was able to spend a month in Guatemala with my grandma. I
embrace both, definitely.
I feel being born here, at least for me I always felt I don't if I am Latina enough.
Sometimes, I felt like I wasn't Guatemalan enough as well just because, my dad's side of the
family, we don't have a lot of people. It was just my grandma, uncle and an aunt. My aunt came
to the United States when she was like a year old. So, she's very much Americanized. So
sometimes I felt I was missing a lot more of my Guatemalan culture. There was also not a lot of
Guatemalans that I knew here in the United States. So, my family of my mom's side, of course
there's a million of us, there's a lot of Mexicans and then I was able to find a lot more people
with my Mexican culture here in the United States or in my surrounding areas and then
embracing my American culture that was different to, being able to, having to tell my parents,
"Oh, why can't I do this? Like everyone else is doing it." Yeah, I mean that was one of the
hardest part. Being able to not do certain things like, go out or watch a movie or, or dress certain
way.
My first semester at a predominately white private institution, just that experience was
like, I knew that I wasn't ashamed to be Latina but it was the different cultures and ethnicities
there, or lack of was very obvious to me, that's where I felt like "Oh dang, I am the only person
of color in the classroom right now, " and that was really different because in South LA there's
nothing but Latino students and African-American students. So, everyone kind of looked like me
or was similar to me and then going to my university, it was predominantly white and a couple
other cultures. But I think that's where I realize like I have to do this, I have to do well because
I'm just not representing myself. I felt like I was representing other people of color and other.
Latinas. So, I felt a lot more pressure there. I think the way I represented myself.
So, at my university, so we have the Latino Alumni Association and they gave out
scholarships. I was one of the scholarship winners or recipients, you get it every year and they
would host a banquet for all the scholarship winners and the donors and all these other alumni
that paid to be there. I think that was a positive experience because I was able to see other
people of color and their struggles and how they became so successful after college. So, it's good
to see that because in my family everyone works like at a mall or not these really, I don't know
what you want to call them, but I guess lower wage jobs. So being able to meet people that were
of color that were lawyers, that are professors, that are scientists that was really encouraging and
motivational for me.
Dolores
I was born and raised in a city in southwestern Los Angeles county. I attended high
school in my neighborhood area and for my undergraduate I went to a predominately white
private institution. I am very optimistic, positive and friendly as well. My parents they came to
the United States in the 80s. My mom came like at 20 I think, no she was like 21 and then my
dad, wait my mom was like 25, it's because my mom and my dad are 10 years different, my
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mom's older and then I just remember her having me at the age of 35. My dad came around when
he was like 23 and my mom must have been a little older.
My dad came from Guatemala because of the Civil War going on in Guatemala. For
example, my dad, los guerilledos, there was a lot of tension with that and I know everyone was
like disappearing. They would disappear. I know two of his brothers disappeared when that was
happening and like your dead. His family started thinking that it wasn't safe anymore and he's
like, "OK, well then let me come to the states for a better life." My dad didn't really get an
education, he worked, he had like 20 brothers and sisters over there. So, he at a young age had to
take care of the younger siblings so he ended it up going up to first or second grade.
My mom finished high school. She did like a year in college. My mom she came because
of the civil war in Nicaragua and the earthquake that happened, so she lost everything. Then my
mom also because of the querilledos in Nicaragua, she remembers she was in college and that
students would protest and the guerrilledos would come and like take you away or attack you.
So, it wasn't safe as well, so she was like, "I don't want to be living here in fear, every day, not
knowing if you're going to survive or not." So, she left the country as well.
My dad worked for the airport for about 20 years, he did the cargo, the background jobs
with the food. So, he would, the food that was used for the planes, he would prepare it and put it
in the plane. He did that for about 20 years and then he's been working at his new job for about
10 years, so he works for a hotel in Marina del Rey and he's been doing stewarding, which is
washing dishes. My mom, she worked in the dentist for about 25 years and she was a dental
assistant. Then for the last eight, nine years, she's been working for the Meals on Wheels, which
is basically delivering food for the elderly.
The majority of my family are still in their country in Guatemala or Nicaragua. I didn't
really have much of a family here, it was just my immediate family, which is my sister and my
brother. I know that some family members I've interacted with from my mom's side are from
Vegas, so I am a lot more close to them than my dad's side. I have two siblings. They're younger.
So, my brother is 22 and then my sister is 26 and I am 28.
So, one of the biggest values that I could remember that they would always say is
education. They would always tell me you don't want to be working at a low minimum wage
working literally like physical labor force. They would tell me to get educated, go to college and
with that you'll be able to make more than both of us and then, you know, come and give back to
your community and your family. So that was one of the biggest things, especially my mom,
she's all about school and education and she sees that as one of the most important values that
we've been taught since kids. I remember this since being like little kids.
The upbringing at home was always positive. My parents are all about going to college
and graduating, so whatever, like if I had a midterm or final or anything, or stayed late at school
or work, my mom would be like, "Don't worry, your food is here ready when you come." They
would always support me no matter what because of my education. So, I had a positive
experience with my education undergrad and grad school with my family.
I know in our community it was all based on the machismo, the man does everything and
the women stay quiet and at my house I didn't see much of that. My mom was the one in control
at home. She would be the one like, “Hey, bring me the paycheck, I am here taking care of the
kids, you do this and that.” I've learned about that strong leadership role and I know that I've
gotten it because of my mom. My parents did not have expectations for me to start a family and
get married at a young age. They wanted me to pay attention to my education, that was our jobs
as kids to do well in school. I know like within the community, a lot of my friends got pregnant
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at a young age in high school. My mom was like, “You don't want to be that stereotype," or she
would always tell me, "You could do better than that." All my friends were like scared of her.
She was very strict, but she knew what she wanted for each of us to do in life. My dad would
always be like "Preguntale a tu mama," or talk to her. My dad would always be working too.
That's all I remember. My mom would be the one that if I ever got sick or had any issues, no
matter what, she'll come out of work early and help us. My Dad was always working that's all I
remember
I believe education is key, its growth and a learning experience. Through education,
you're able to basically get farther in life. That's what I've noticed. If I just had a high school
diploma it would be a lot harder for me to like pay my bills or do what I do right now. For my
parent’s, education was based getting good grades. The saw it like a chain of event, if you had a
good education you will not be living in Lennox or Inglewood, you would be living at a safer
neighborhood and providing for your family and having that peace of mind kind of thing. So,
education was hand-in-hand with like life overall, that would get you farther in life.
My educational journey, I could say it was kind of difficult for me. I was in an ELD class
up until eight grade. So, until the ninth grade I was put in an all English class. For me that was a
big struggle and then even more of a struggle, when I went to my undergrad. My writing was not
the best and it was a big shock for me to not remember, not to not remember but to learn how to
properly write. It was one of the biggest struggles I had in my undergrad. Learning how to
properly write and also present. It was a big change for me in comparison to like being in an
ELD class the majority of my life up until ninth grade.
In elementary, I remember me wanting to learn more and having a fun time at the same
time, but I was constantly learning something. I think middle school, it wasn't a known school
for you to succeed. So, the teachers didn't really care much and even more if you were an ELD
student. I feel that within those three years I lost a lot of what I could've learned in order for them
to properly prepare me for high school. Then my high school was one of the top ones here in LA.
So, I know that's what really prepared me for college, but it's the skills that I lacked throughout
my, you know, up until eighth grade of writing and communicating in English I lacked. I couldn't
have learned that within four years. They were doing like a pilot program back then and they
talked to my mom saying like, hey, maybe she'll learn Spanish correctly. So that's what I learned.
I learned how to speak Spanish very good, but at the end, they lacked the skills of teaching me
how to learn in English. So, it was a good program up until middle school. That's when I feel like
they could of taught me more of the skills that I needed in order for me to have an easier time in
high school and college.
My educational experience in undergrad. my first two years I had a big struggle.
Basically, getting accustomed to going to school and then like interacting with different cultures.
It was different. Learning how to talk to professors, go to office hours, learning how to properly
write a paper, to different resources like tutoring or not tutoring but like the writing tutor or
whatever you would go to in undergrad. I was the first one in my house to graduate from high
school and go to college. It was a big shock for me and it was a struggle the first two years. The
last two years I had an easier time and was accustomed to all the changes and then for grad
school, I know it's harder, but it was a lot easier for me because I already knew the routine. Like
what to do, get to know my professors, interact with others and I think I had an easier time for
grad school than my undergrad.
Finding the right peers and mentors, that was one of the positive things for me because at
times I would be lost and not know what to do. So, having some kind of peer or a mentor or
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some kind of a role model helped me. So, I thought that was one of the easiest things for me to
have an easier time in college.
For grad school and undergrad, a difficult thing for me was being a minority. At the
predominately white institution for both undergrad and grad school, I was one of two or three
Latina or Latino in a class and the majority were, you know, Caucasian. So, that was a big
struggle for me because, you know, for them to relate to what I've gone through, it was harder
and sometimes a lot of them had that negative stereotypes of someone from, you know, a Latina
coming from the hood or the ghetto. That was a struggle for me. Trying to relate to others and
them relating to me.
I remember in undergrad, it was a struggle for me because I wasn't used to being a
minority. Where I lived and went to school with, everyone was Latino, so I felt that everyone
was like that at all times and I was used to that. Then in undergrad, it was a big culture shock
remembering "Hey you're a minority not everyone is a Latino." So, going to undergrad, that was
the big thing trying to, you know, to remember where I came from and all the values that were
instilled in me, get out of my shell. At the same time learning how to learn about the other
cultures within the school and learning about being American. I don't know how to explain it, but
it was just trying to find myself in undergrad was kind of a challenge for me.
During my undergraduate program, I feel that there were some peers or professors that
would think less I would feel of you. Not have that high expectation and that motivated me even
more to be like “Heck no, I'm going to try to get an A in this class, to prove them that you know,
even though I am the minority or that stereotypical, like I'm going to do what I can in order for
me to pass or do good in comparison to others.” So, I just feel like having that pre-judgement of
someone, I would notice at school and that's what motivated me to prove people wrong and work
hard to get my degree. I saw it the majority of the time in my undergrad. I hardly saw that in grad
school. But with my peers for example, my professors, I saw that more in undergrad, in grad
school, I didn't really see that with my professors, but I still saw it with some of my peers. I think
they would have that, I don't know, like prejudgment or mentality from before. I guess like that
stereotypical and they stuck on that and it's like “No, like not everyone is what you think they
are.”
There were certain projects we had about, for example, gender and gender roles and one
of them said like, "Oh, well you lived in the hood and you're Latina, did a lot of your friends get
pregnant young?" and I thought “What the heck does this have to with what we are learning.” So,
there was that or some would say like, "Oh, undocumented, like are all Latinos like that?" Like,
“No, some have visas, others are citizens in this country. So certain comments they would say
like that in class and I thought "Omg these are going to be counselors like you need to stop
thinking that way if you're going to try to help others." If I can think of like for example, in one
of my classes it was like 30 of us, it was like 20 white or Caucasian and like four or five Latino
and like three Black and one Asian. But it was always the majority of Caucasians.
So, the resources that I would use, so, some of my friends are older than me and they've
gone through college so I would use them as a mentor and also some of my professors became
someone like a mentor, so I would always go to them for advice and to learn from them, to have
that experience, I was always willing to learn something new.”
My parents are my biggest supporters ever. They're all about education. They're all about
getting farther in life. Even though I have my masters, my mom is like "OK, so it’s time for you
to get your doctorate." So, she's always pushing me and like my siblings to do better at all times.
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Being the oldest, I was expected to set the example for my siblings. I was the first one in
my house to graduate from high school, go to college and pursue a graduate degree. I've become
that role model at home. My brother graduates from his undegrad next winter and he's like,
“Well I want to get my masters too, not only you.” So, it's always been like that. My sister starts
her, she'll be starting at a Cal State next year. She's like, I want to get my masters in MFT or
something. It's like a chain reaction, but it's something positive within my family and I know like
friends, I have friends that did not continue their education and I tell them, “Hey, you need to go
back to school and aspire for a better future.” Always teaching others and providing that
knowledge that education gets you farther in life and less of a struggle in comparison to like my
parents washing dishes for like 8, 10 hours.
My mom, well my parents they were very strict and traditional and they were like, "No,
you can't have a boyfriend in high school" and I was like "But everyone has a bf in high school,"
or "Can I go to a party?" and my mom was like, "No, you can't go to a party," or "Can I go to the
movies?" and she would say "No, but i'll go with you." It was different because like my friends
will be able to do all of that. My mom would be like, "No, like there's rules at home you need to
follow," and it was like values that they had their whole life. So, I saw my mom struggle with it
at the same time as I did because it's like "Hey, everyone's doing that. It's normal here," and my
mom would be like, "No, like you need to follow directions at home or know there's rules." So,
my mom was trying to balance out being a good mom but at the same time, letting me do certain
things. So, I was able to see that a lot in high school and part of college. So, my mom would be
like, "Well, you know, you're going to live on campus your first year, I thought you would live
here.” So, that was a big difference for her. Like all of these different changes with time she was
able to be like, "OK, I have to let go and trust your daughter."
I lived on campus only my first year because I wanted to try it out and then come back
afterwards, just live that college experience the first year. It was very hard for like my mom or
my dad not seeing me at home as much and then my brother, he has lived on campus for four
years. So it was a big change for my family because it was not one year, four years, it was farther
out. Living away from home that year, was different, I didn't have my mom telling me what to
do, it was my responsibility now. Whatever I did there were consequences.
So, for my bachelor's I ended up graduating with my liberal studies, I was working as a
T.A. I was supposed to be a teacher and then I noticed that I didn't want to have the 30 or 40
class of students and I'd rather do something more intimate, so that's when counseling came into
my mind and that's when I decided to pursue my master's in counseling. So, I ended up getting
my masters with the PPS and then also my LPCC, which is clinical counseling. Now I am a
counselor and I work in South Central. I need to do 3,000 hours for clinical counseling and in
order for me to do that I need to basically have two jobs, work at a high school and a clinic and
do my hours and then after that I'll be able to have my own practice. That's what I'm aiming for. I
have to do that within five years and then at the same time I'm trying to go back to school and get
my doctorate, but I'm not sure in what. I see myself doing. Like for example, if I have my own
clinic and do the clinical counseling but always see myself, you know, talking and working with
others and helping them.
My background, I am half Nicaraguense and half Guatemalan and it was two different
cultures, even though there in Central America, it was two different things. The food wise or like
the words that you would say are way different and then at the same time being American. So, it
was 3 cultures at home. But I never forgot where I came from. Like, I always remember, like I
feel more part Central American because of my parents and that's what I saw at home and part of
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it my parents would always talk to me in Spanish. If I would talk to them in English, they would
be like, no, you're talking to me in Spanish and you know, my parents know English, but they
don't want us to forget or culture
I feel more connected to my mom's side, but I feel the reason is because I always
interacted with her or her family. So, she was always at home. Even though she worked, she
would be the one to go to for everything. Since my dad worked all the time, I didn't have that
much of an interaction with him. So that's why, I feel like I'm more Nicaraguense because of my
mom because I am always with her.
From what I remember basically the food or the vocab because for example, you can say
one thing in Guatemala and in Nicaragua it would be a different thing. So, at a young age, it was
hard for me to grasp certain words and at the same time personality. I don't know if it has too
much to do with my parent's personality or what it is, but in my dad's side I noticed that it's more
about like machismo and the guy having control at home. Then it was different because in my
mom's family it was about the women having control. But I don't know if that's a culture thing or
within the family. So that was a big difference that I saw that my dad, I guess with time, had to
get accustomed to at the same time.
I've been fortunate to say that within my community, everyone is Latino. The Latino
culture was always there. All my friends who are born here or American so I was able to balance
that out. It's not like, for example, like if I lived in a different community then I would lose those
roots. I had friends that were from Central America or there were from Mexico so that Latino
root was always within me because of where I lived or who I interacted with. My American
culture is part of my life, from the music to the fashion, to everything.
Oh my God, I don't know why but I've gotten that I look White or Armenian and at times
I also get Latino but the majority of the time people think that I am Armenian and my siblings
too, which is weird. It's something different for us, it's rare for someone to talk to us in Spanish
thinking that we are Latino. It's weird because people ask where are you from? and I am like,
"What do you mean? I'm American but I'm Central American." So, I always say that, I put both
of them together. Like I say, I'm American but I am Central America because I feel like that's
part of me, that's who I am.
My mom has the Nicaraguense accent, you can hear it especially when she is mad or
when she interacts with her family, you hear the Nicaraguense accent come out. I've heard than
when I'm mad, you could hear the Nicaraguense accent in me. That's what I've been told.
I'm very proud of where I'm from. Especially because I don't think I really know anyone
that is half Nicaraguense and half Guatemalan. Sometimes I tell myself that's a rare breed. It's
unique and I feel like it's part of me and I am always proud of that.
Being bilingual has been an advantaged, it’s been something very important in my life
like applying to different jobs in education. They always ask, "Do you know how to speak
Spanish?" Having my bilingual credential got me even more, you know, to basically get hired or
open more doors being bilingual.
I love helping others and I know that everyone's unique in their own way and I consider
each person like a jigsaw puzzle and I'm there to put the jigsaw puzzle together and help you find
a way in life and that's what I love doing. Like challenges that a client or a student comes to me
and then we'll work together in order for them to overcome. Then working with high school
students is something that I love because it's such a big transition from, you know, being a
teenager to adulthood and like preparing them for college. Specially like working in South
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Central. They're not used to seeing or talking about what is college. Like a lot of the kids that I
work with have been incarcerated or they, their parents have been incarcerated. They're a
minority, having that negative stigma and I love having those challenges and then, you know,
after four years working with them and be like, "Hey, I made it to college."
I love, love, love graduation because a lot of students are first generation and that's the
most rewarding, seeing that and getting their diploma and then like, 85 or 95% of our students
that graduate end up going to like a four-year college. Knowing the, you know, I love seeing the
graduation or reading the acceptance letters from the kids. They come to me like "Guess what,
guess what look what I got and some of them don't even know what it is. They don't have that
support at home. So, all of that is rewarding for me to help them.
I am beyond thankful, I owe my parents everything. Everything I've done
is because of them like if they would've been any lenient or like not pushed
me to whatever I wanted to do, which is like education. I wouldn't be set at all
or working or having a master’s or anything. It's all because of them and how
they helped us since like day one.
Rosamaria
I am Rosamaria, I'm a woman, I'm a woman of color. By that I mean, I'll identified my
ethnicity. My mom is Salvadorian and my dad is Mexican, so I'm, I'm from a Latino heritage. I'm
a young woman, educated, and I have two older brothers who weren't the best examples for me.
Both are not college dropouts, but high school dropouts and I'm the only one who's, I guess
obtained or reached or strive for higher education. I feel this describes who I am.
So, I touched on this earlier, so my mom is Salvadorian. She was born in the capitol of El
Salvador and then my dad is Mexican. He was born near the border in Mexicali and I have two
older brothers who are 10 and 12 years apart from me. They both have children. The oldest one
has two girls and my middle brother has three, a girl, a boy and a girl. Then it's me. I'm 29. I just
turned 29.
My mom came to this country due to the civil war in El Salvador. She fled her country
seeking peace and a new beginning filled with new opportunities and possibilities. My father left
Mexicali because he did not see growth where he lived, he knew he had to leave the country in
order to help his family, father and mother and younger sibling financially. He wanted to
purchase a stove, refrigerator, and a car for his parents. In addition, he wanted to provide a
quality education for his younger brother and his brother became a lawyer and opened his own
private practice. My mom worked as a housekeeper at a hotel when she came to this country and
my father was a cook at a hotel when he came to this country. They both met working at the
same hotel and the rest is history.
I definitely have to say I'm closer to my dad's side of the family because there's this
element of being more united than my mom's side. I guess there are many factors for that
because of the civil war. During that time, a bunch of family from El Salvador came to the states
and they kind of like build their homes in different places and disconnected from one another
versus my dad's side of the family. They're more united and they kind of like lived with each
other, prior to, you know, building their own lives. So I would say I'm closer to my dad's family.
I would have to say my mom has been here for like 41, 42 years and my dad like 50 years.
My parents they were very protective and strict. I felt like they kept me in a bubble. I
couldn’t sleep over people’s houses, not even my family. I had a curfew of 10pm. I could only
ride my bike on my side of the street, not around the block. I had to go to and from school and
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my dad would always pick me up from school. I was not allowed to have boyfriend. During my
undergrad, I commuted and they didn’t believe me when I had to stay late on campus to study.
But slowly they got used to it and they saw my grades and it reflected my hard work. They were
not as strict as in high school. They didn’t want me to be a statistic, a pregnant teen, high school
dropout or not going to college.
The values that my parents instilled in me, definitely to, the first thing, work hard, always
work hard, be responsible, and the importance of education. I'd say like always strive for, to
reach a higher education because they saw the failures of my brothers that they always said,
“Don't be like them, make sure that you, you know, focus on your education and go to college
and that's like the example that you don't want, with a college degree you will have a good
paying career and a better life.” They always expected me to get good grades not only in high
school but even when I was in college, which helped me work hard in my undergraduate,
masters, and now in my doctoral program. They were involved in my education by looking at my
report cards every time they came out to make sure I was getting good grades, they would make
sure I did my homework, and take me and pick me up from school. In addition, they made sure
that I mainly focus on school, and my extracurricular activities. So definitely hard work,
responsibility and a value in education.
What hard work looks like to my parents is wake up on time, go to work, do very well at
work to the point where you're asking your boss, what else can I help you with? and not just sit
around or like make yourself useful. So hard work is that, is being present and overexerting
yourself at work. That means getting the job completed and not only completing it but
completing it well. That's what hard work looks like to my parents.
My parents value education. I think they just said it, they, they didn't know how. They
weren't educated themselves so they didn't know what that looked like. They just knew that I had
to go to school and be a good student, study, earn good grades, not miss school. So, to them it
was just like a concept, an idea of what it meant, but I had to create it for myself because I didn't
have that example around me neither in my immediate family or my extended family. So, it was
kind of difficult to really understand what it, what it meant or what it looked like because I only
had mentors that guided me.
Well, education to me, it's a process. I think you're always learning and so you have to,
you have to really invest in what it means to you and what you want to get out of it. I think with
everything there should be a goal in mind. So, if your goal is to earn a degree, earn a degree in
what and what are you going to get out of that degree to help you or set you for the future. So,
it's an ongoing process of getting to know yourself based on what you're being taught and how
you interpret it. So, it's like a back and forth in your head and in application. Like I have a
concept of what this should look like, but once I execute it, it may look different or it may not go
as I had it planned in my mind.
For my parents, I think it's very different for them. They define education as like, I
believe the levels that you reach, but they don't know what those levels consist of. So, they see it
as levels rather than what you're grasping from it, who you're meeting, who you're interacting
with, what other settings you're exposed to. I don't think they understand that. They just think it's
levels, its categories. It's like a step process to them. You have to get a bachelor’s, a master’s
and a doctorate but they do not understand the hard work it entails.
My educational experience, I went to public schools from kinder all the way to twelfth
grade and even undergrad. So, I believe in public education. Like when someone talks to me
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about private education, I kind of chuckle because to me it's a joke. It's all dependent on the
student and what they want in life. But my educational journey has always been very, it's been
supported and it's been guided by others. So, I owe my success to my mentors and the people
who have guided me through the process, getting into college, being ready for college and being
successful in college. I haven't been the person, I mean I've been the one to do the work, but I've
had people really guide and groom me. So, I owe it all to my mentors because without them I
wouldn't know what I'd be doing. I really don't. I wouldn’t be where I am in my educational
career if it wasn’t for them.
My mentors started from like a young age, elementary school where I always thought to,
like help the teacher. I even was like a cat sitter in elementary school because my teacher like
trusted me that much. In high school they always instilled this in me, “You can do it, si se puede
attitude.” Like nothing is impossible. Don't compare yourself to other people and just focus and
stay in your lane. So, they've always instilled, and they've always seen something that they
believed in me, that I guess they invested themselves, to mentoring me, calling me, checking up
on me, emailing me, revising things for me, taking me out, exposing me to new things. So, my
mentors, that's what they did or that's what they looked like throughout since kinder all the way
to college. But college was a little difficult because I had to do that for myself. They didn't come
to me, so I had to go to office hours and asked a lot of questions, go out of my comfort zone to
really say I need help.
I would say the fact that I've always been eager to learn. So, when you're open to
learning, I think it just makes the role of the learner easier. The student, you're a scholar so you
want to, you want to learn more. You attract people to tell you more and you question certain
things and not only that, I don't think it's always about questioning. I also think it's about
processing and analyzing in your brain what information you're being provided and then
interpreting that yourself. So, I think a lot of that through time, there's a lot of processing. I think
people who talk too much don't listen enough and I think that's what's missing. But yeah, the
positive part is just being open to being a learner. That's the most positive part and then having
those professors who will foster that and who will make you intrigued, you know, you get
consumed by like, I want to learn more from this awesome brain.
In undergrad, when I reached undergrad, I think being uncomfortable was a positive
experience because I went to school from kindergarten to twelfth grade with people who looked
like me, who sounded like me, who lived in the same community as me, had similar
backgrounds, similar economic, they identified with the same economic level.
So, when I went to a public school, a state school, it was different because although it was
public, it wasn't in LA. It was in Orange County and it just took me out of my element that, that
was a positive experience in and of itself. The fact that I was with people that didn't look, sound
or were from the same economic background. I think also studying abroad, like I just kept
zooming out and out and out and out and out and realize that this is a bigger world. This is the
bigger, like, it's just not what I think my bubble is. It's beyond me. So, I think being exposed to
that. I think studying abroad also took me out of my shell, out of my comfort zone and then that's
when the learning happened. Like, “Oh shit, this is, this is beyond me.”
During my educational journey some of my negative experiences or challenges have
always been because I'm either a woman or I'm a woman of color. That's always been an issue.
Race and gender, and it sucks because I feel like it's like you're like set to lose to some degree
because you're already a sub culture of America and just because you are a person of color,
people have these assumptions about your ability to succeed in educational institutions. Then on
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top of that it's like, and then you have a dual ethnic background. So that's just like weird because
you're trying to navigate both. So, during my educational journey, that was difficult to try to
explain to people and also how people perceived me for not what I had to contribute from my
mind, brain, my personality, but how I looked in the exterior.
So that was very difficult, learning how to navigate that. Certainly, my ways of the way I
speak, the way I carry myself and yes, I know how to turn on, you know, I call it the switch. I
know when I need to act proper and when I need to speak eloquently. I know when I'm in my
comfort level, I could just be me and just speak the way I want to speak. So, whenever I got
comfortable there was that shut down of "Whoa, you have an accent," or "Why did you bring or
what is in your plate?" "What is that for lunch?" Like I couldn't even be proud to bring pozole
like a traditional Mexican dish because it was criticized by how much oil it had or whatever it
was in a salad. So, from my looks to my, the way I spoke to what I ate was always looked at.
For sure, my professors, they're like my best resource, my support system. My mentors
who stuck with me since elementary school, middle school. So definitely the people. I would
also say the programs that I got involved with. I made sure that I didn't just go to school, but I
contributed to the culture of the university, by being involved in different clubs, scholar
programs to help me succeed during my undergraduate. I owe a lot of, I'm very grateful for the
Riordan Scholars Program and the McNair Scholars Program because they really aided, they
guided me through the process of like higher education, succeeding in college and pursuing an
advanced degree. That's what instilled like "Oh, I'm going to go to undergrad or I'm going to go
get my masters." So, they were really supportive, not only like morally supportive, but also
monetarily. They flew me out to the Midwest to visit schools and look at something other than
here in California. So, I owe a lot of, my success, the exposure that I was granted to those
programs.
When I was in undergrad and I was debating what I wanted to do afterwards because I
knew I could not survive on a bachelor’s. I knew I had to get a master's, but I didn't know in
what. I knew I wanted to help people and I knew I wanted to be in education. I always knew that,
but I always knew I didn't want to be a teacher and so I was like "How can I still be involved?"
So, through office hours, talking to my professor, I was brainstorming. I'm like, "I like this, I
love education, I love children but I don't want to be a teacher," and he's like, "What about a
counselor?" "What about a school psychologist?" "What about a social worker?" I got so
offended because I was like "A social worker, those are the people who take kids away from
their homes. Like how do you even suggest that to me?" and Dr. Hughes was, his name is his
name, said, "Go and do your research and come back in two weeks and tell me what you found
and we'll discuss it." So, we did and I didn't know that a social worker could work in schools and
could do counseling and could do therapy. It was very eye opening and I didn't know that. I
didn't know that about social work at all and that's when I was like, "OK, well counseling or
masters in social work, but I didn't know what schools." So, then he's like, "OK, well you're next
step, you're going to look at different graduate programs." Then that's when I was like, "Oh my
gosh, I found a School of Social Work program at a private institution in California and that's
when I was like, "Oh my God, they have a perfect program for me. I want to study families and
children. I want to get my credential and they offer both." So, I applied and got in. But that's
basically how it grew, somebody helped me dig myself out and discover that there's, you know, a
profession called social work and you could be a school social worker.
During the time that I had earned my master's degree in Social Work. I was in a school
setting, and then I got removed from the school setting and I went to the district level, the
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administrative route. I realized that in order to make change you have to be the one sitting at the
table. You had to be the one part of the discussions, part of the drawing board, the brainstorming,
and you couldn't do that without having a position. What I'm referencing is a director position, an
assistant superintendent position, a superintendent position. Although roles were reserved for a
leadership and that is something that I honestly, I realized really fast. I'm like, "Whoa, like why
am I not part of this conversation when I'm the one that has studied you know mental health in
school settings, that is not right." But then I realized, OK, well who are those people at the table?
And then I realized, OK, people who are obviously experience and not only experienced but had
a certain educational level. Then that's when I was like, wow, I could really contribute to social
work and education at the same time, bridging both of those two together. So that's what ignited
my motivation to pursue my doctorate degree.
Well, I think having supportive parents that was like a positive upbringing for me. That
really valued education and they placed a lot of time to it. Like if I needed to study, they
provided me with an area to study. They always trusted my judgment. The unconditional
support. Like, oh, I need a space to study, I need the house to be quiet. I have this big exam. I'm
going to stay at the library until 1:00 in the morning or things that my parents had to trust me
with. But that trust, that upbringing really helped me become independent and, you know, reach
a higher level, I guess. Also, my parents did not reinforce traditional Latino gender roles, where I
was expected to have children or get married at a young age, or learn home duties, of course I
helped my mother out around the house but I was not like forced to do it, they wanted me to
concentrate on my schoolwork more than anything.
I think just a lack of understanding from my parent's behalf made it difficult. Like, oh,
they didn't understand what, like “Why are you going abroad? Why would you want to live in a
dorm and share a room with four people if you already have a room of your own, Why do you
have to stay so late at the library? Are you sure you're not partying?” So like things that people
who are educated would understand they didn't. So, I think that's a downside of it because they
couldn't really relate. They just had to trust the process. So that made it difficult but not
impossible.
My educational career and advanced degrees, Oh, it's definitely impacted my family for
the positive. Now there is a role model, you know, there's a person that they could refer to. So, I
think definitely in a positive light, like a, I think for my nieces and nephews, they, you know, my
brother's say like, "Oh, don't you want to be successful like your tia" "Don't you want to go to
college like your tia?" So, it definitely has impacted that. It has also impacted us like
economically I'm able to, to help my family live a more comfortable lifestyle and be exposed to
different experiences that we wouldn't otherwise have if I didn't have a master's degree or if I
wasn't striving for a doctorate degree. In my experience, the more education you have and
experience the greater the compensation. So, it's helped us economically and I think like for
future generations to come, I think they have a, they have a role model.
So, I've had my moments, but that's never made me feel like I've wanted to give up at any
certain point. I’ve always been motivated to succeed academically. I think because I have a
strong support system, I have people who are there to say like, "No, this is not like, don't let that
bother you," or "Prove them wrong." Those people have always kept me like in my lane, but it's
not part of my nature to ever want to question that in terms of systems. I think there's, I've always
turned to the systems that have been in place for people like us, like me who, who need extra
support and help, I've always sought those surfaces. I've always, I've always asked like, “Oh,
what's available to me? What can I apply for?” So that's never been an issue for me.
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I think once you're admitted into a master's program or doctoral program is because you
can do whatever is presented in front of you. It's because there is a belief in your ability that I
don't feel like the system is out to get me or destroy me. I just feel like I don't feel the institutions
that I've been a part of have done that. But do I feel like the world and the society that I live in
has done that? Yes, for sure. Being a woman, I mentioned that, being a woman of color, that's
difficult because I'm not a male. A male, even a male of color has more of a chance than a
woman of color for a higher position because they think of males as the, I don't know, role model
figure.
Yeah, it definitely crossed my mind, but I think it's natural. It's part of the process to
question your ability to question yourself. There's always someone better than you. A better
writer, a better speaker, a better presenter, a better, better whatever. But I think there's only one
of you. So, to me I think like part of it has to do with my confidence, but that confidence doesn't
only stem from myself, it stems from people around me, my colleagues, my friends who are in
the program with me too. Not only my mentors but the people with me through the journey that
are like, “No, we're going to do this together,” “Where are you in the process?” Like holding
each other accountable. So never have I, has it crossed my mind, yes. But have I doubted my
ability in finishing? No. I've always like when I commit myself to one thing and going back to
the morals that were instilled in me. That's something like if you start it, you finish. There was a
time in my life during, you know, that I transitioned from being a dancer to being a soccer player
and I wanted to give up so bad because I didn't like soccer, but my dad was like, "No, you're
going to start it and you're going to finish it." So, I was always taught to begin something and
end something when it's supposed to end. So, have I doubted myself? Yes, but not to the point
where I'm like, “Oh, like I don't think I could do this because if I'm in it is because I could.”
My educational journey has been very intrinsic or eclectic, one of those. But I think
intrinsic resonates with me because it's been a little bit of everything, because it's, you know, I
went to a 98 percent Latino population, k through twelfth grade public schools, and then I went
to Orange county where it’s a white and Asian community and then I go to a predominately
white institution and I'm there for the past five years and I see, you know, there's, I see what it's
like growing up in a small community. I see what it's like to live in, what's not the reality as well
in Orange County is a different ballgame. Then I see my current school which is private and
filled with money an excessive amount. Like it's not even funny how much money this private
institution has. So, throughout that journey I've been part of all this, that it's taking me, it's taken
me into a roller coaster. That's been a good roller coaster, I mean ups and downs. The downs
have been great too. The studying abroad, doing abroad programs, those have all made it even
more intrinsic.
Oh, I feel like, you know, through time I've learned to like love and appreciate my
multiethnic background. I feel like I'm unique because of it. So, my identity, I'm like not only
proud to be a Latina, but I feel like having two different countries that I could be proud of, is
even better because they each have different customs, different traditions, different music,
different styles of dance. One is more conservative for a woman, the other one is more extrovert
for a woman.
Oh, I feel like, you know, through time I've learned to like love and appreciate my
multiethnic background. I feel like I'm unique because of it. So, my identity, I'm like not only
proud to be a Latina, but I feel like having two different countries that I could be proud of, is
even better because they each have different customs, different traditions, different music,
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different styles of dance. One is more conservative for a woman, the other one is more extrovert
for a woman.
So, I think I get like best of both worlds. I'm like sugar and spice, you know. Both are
very rich in culture and I'm very proud of that. So, I just feel like I have more to offer to the
world or to people and I'm able to educate them what the differences are and I'm able to not only
be on one side but in between and defend both and say, no, this is the reason why this person
viewed it this way and this is the other reason why this person responded that way. So, I'm able
to really understand both sides. So, in terms of forming my identity, I think it's become stronger
throughout the years as I've learned to appreciate it and really point out the differences and the
similarities as well.
Well, I don't know if my ethnicity has impacted my education per se. I mean, if anything
I'm like against all odds. I don't know if my ethnicity has, I wouldn't say my ethnicity has been
directly impacted by my ethnicity and in of itself. I think it's been other things like working hard
and you know, developing relationships rather than my ethnicity. I think that's secondary. But
definitely in terms of my formation as an individual for sure it's shaped me.
Navigating all my cultures has been very difficult because I feel like, you know, you're
like a rag doll that's being pushed from one direction and then push to the other. So, you know,
my cousins from my mother's side will say, "Well, how can you deal with those Mexican
people?" and then my cousins from my dad's side, which are Mexicans, say "How do you deal
with the Salvadorian people?" So, having those awkward questions, I'm like, well, I mean yes,
there are different, however, how can you put me in this situation? It's very, very difficult
situation, especially when there's like sporting events or there's like a representation of certain
countries. It's like I feel like I want to wear a jersey that's half, not even half, like has three
different identities because I'm also American. So that's made a difficult because yes, I'm a
Latina in America but I'm a Mexican American, I'm a Central American and I am an American
woman. So, it's like I feel like I need to have like a Jersey with all three countries represented
and it's really hard. It's really difficult. It's really difficult to navigate both and then also navigate
who you are in American culture. That's very difficult. It's just like having to explain yourself. I
guess there has to be someone on the other end like yourself to ask these questions to people like
us and I feel like we don't often get asked those questions enough that it just makes it difficult for
me to even try to put into words how it's been difficult.
Well, I have to take pride in my background and then who I am. So, I'd say definitely I'm
a woman in America, American woman. Ah, who happens to come from two different worlds. I
mean, you have my Salvadorian world and then my Mexican world. I mean, I identify, of course
I'm an American woman. Like I said, having to explain yourself, having to defend a side, having
to stay quiet sometimes, arguing sometimes. That has made it very difficult because you're torn
between three different people because there are three different identities. It's kind of like being
biracial, you know.
Oh, for sure, I say I'm half Salvadorian and half Mexican at all times, but if I were, I don't
know, in a global country, I don't know, in Spain or if I'm in Ireland or whatever country, I say I
am American. Then if they obviously don't see blonde hair and blue eyes. There obviously "OK,
you're American, but not really because you don't have those features." So, they question where
am I really from or what is my ethnic background. Then I obviously explain, who I am or where
my parents came from, but at all times I always introduced both. I never say I'm Mexican or I'm
Salvadorian. I represent them both.
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It’s a little bit tilted, it is a little bit. I represent both of them equally, but one I'm more
steered towards, I think it's my Mexican side. I think maybe because my dad has always shaped
that or has always been like the point person, that that's the leader of the house. That had a lot to
do with that and having my mom not really have a strong connection to her family members has
also made it difficult. Also, the fact that my mom, after the civil war came to the states and never
turned back. She never even went to visit.
The times that I've been to Salvador has been with my godmother or my aunt and my
mom never turned the page and never went back. So, I didn't really connect. Versus my dad, we
always went to his hometown and I was able to relate more. My mom then transitioned into
cooking more Mexican food than Salvadorian food. So then slowly she's lost her Salvadorian
accent. So solely I think I've identified more with Mexicans, my Mexican side, but that does not
mean I deny or do not identify with my Salvadorian side.
Definitely identity conflicts occurred during like sporting events, like Mexico versus El
Salvador soccer game. That was a struggle because it's like, who are you rooting for? My mom
would be rooting for Salvador. My Dad would be rooting for Mexico.
There's these misconceptions about both, that like Salvadorian women are this way.
Mexican women are this way. A Mexican woman should act this way versus a Salvadorian
woman is expected to act this way. So, throughout the process, there was some identity issues
because I'm like, OK, well my dad is saying be quiet, you need to listen, and my mom is over
here shouting and not allowing herself to like get talked down to.
So, I think I have a little bit of that, what people call quote on quote sassy. It stems from
two different parts of me that I would say sassy. I mean, I hate to say this, but a Mexican woman
maybe nowadays, but not how people were raised back then they were not sassy. It's the
Salvadorian in me who is sassy, who makes women out spoken and question things. So, there's
been a struggle.
I think, you know, like if I say there's some negative connotations or thoughts about a
certain culture. So, when I do say like I'm half Salvadorian, people jump to a conclusion. So, it's
navigating those thoughts that people have that aren't really true or sometimes they are true. So,
like the first time I ever went to El Salvador, my dad was like, "Oh, you're going go to El
Salvador and you're not going to like it. Hence, he had never been there. He's never been to El
Salvador. You're not going to like it. He would say that the pupusas are going to be filled with
flies. It's going to be so ghetto, like talking bad about my mom's culture and country without
even knowing anything about it because he had not gone there. So, to me that, that story I always
bring up because my dad talks so much bad stuff or brought down because there's also internal
conflict between Mexicans and Salvadorians. So, then there's that complexity as well, the fact
that they don't get along. It's kind of like having, you know, a cat and a dog together. So yes, my
dad is saying this jokingly sarcastically like, "Las pupusas te las van a dar con las moscas," and
things of that nature. Then when I got there I'm like, “No, it's not how you're painting it,” “You
want me to hate El Salvador, you want me to think negative things about El Salvador.” But it's
beautiful. It's gorgeous and they're not giving me the pupusas with flies and they have fancy
restaurants just like they do in Mexico and everybody is super nice.
So that's the story I definitely have to tell because that's, it's also like Mexicans don't like
Salvadorians, so then they start talking about each other. So those are conflicting times where I'm
like, "Wait guys, like stop like this is not. No, like remember I'm half," or were people, if I'm
surrounded among all Mexican people and they make references about Salvadorians. I have to
stand up and talk about and defend my Salvadorian side, which is uncomfortable to like, "You
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know, I'm half Salvadorian right?" and then people turn to me and they're like, "Oh shit, we just
said this and this and that about Salvadorian women or Salvadorian men." That it's, those are
conflicting times.
I've had instances of people questioning, doubting, trying to belittle me, but think is a
combination of being resilient and being proud at the same time. That I never allowed that to be
a factor to the point where people would want to bring me down. It's always been like a
motivator. Like, “OK, you're going to try me like that or you think that of me, OK, let me prove
you otherwise.” So, to me it's like I've never, I mean I've felt like shit before. I've dated two
Caucasian guys in the past and going to family functions or going to different events or I'm being
looked at as if like I don't belong there or even being questioned, "Why I am dating these
people?" or like being questioned as to "Why I am part of or sitting at a country club when
everyone else is around.” It's like, “Whoa, that's offending.” Like out of all these people in this
room, you just came up to me and asked me if I was a member of this club and who I was with.”
“Why, why didn't you do that to that girl who just stepped in?”
I feel like I am wearing different hats all the time. It's not even like, it's at all times, you're
wearing like, you're putting a different hat on, off and on, off and on that you don't. It's crazy that
you would even have to consider your ethnicity or the fact that you're a woman to present
yourself a certain way. That to me is super bizarre. Like a man, a white man does not have to
think about, one their gender, secondly, their ethnicity at all because it's their privilege that they
have that sometimes it goes unnoticed. They don't even realize they have that power, versus a
woman, you have to consider, “OK, I'm a woman.” Secondly, “I'm a woman of color, I'm in this
place, now I have to present myself in this manner.” I have to hide the fact that I'm not that type
of Latina because there's different types. So, they categorize you. Oh, you're the, either the chunti
Latina or the ghetto Latina or you're the educated Latina and you have to learn how to put those
hats on. Acclimate to the situation. So, you know, if you are in a, I don't know if, if you're at a
dinner or a gathering, you have to put a hat on. I have to put the hat on of a scholar if you're with
your aunts and uncles. I have to put the hat on of a, I'm still a Latina and I'm still as humble as I
was when I was 13 and try not to make myself feel too educated because then I'll get judged for
a, "Oh, look how she thinks," "She thinks she's all that." So, there's different hats that I have to
put at all times, like 24/7. I just thought of that right now. I mean, yeah, there's so many hats. So
many hats.
Work hard, pay harder. Um, that's the one that pops to mind. One that really sticks with
me is the one by Maya Angelo and I don't remember the right words, but it says when you do
more or when you try. Sorry, I don't really have the words, but it says something along the lines
like when you've reached this, when you set your mind to this, reach it and when you reach it, do
more of it and when you do more of it then you become even better. So, it's, it's always being
hungry for something else. Always finding a purpose in something. So that's a quote by Maya
Angelo that I go by.
Ruth
My name's Ruth and I am a school counselor and if someone can describe me they
describe me as someone being very patient and someone that loves to be around kids.
I have two sisters and one brother. I'm the middle child and I do have Middle Child
Syndrome. My mom is from Panama and my dad is from Africa, he is from the Ivory Coast.
They met when they both came here. My dad, he doesn't have a lot of family here. It's harder for
at least people from the Ivory Coast to get a visa to come here. For my dad he was lucky enough
to get a visa or student visa to come to America to study. But my dad probably only has like two
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family members here and there are his nieces that he brought here and then my uncle too, he did
bring my uncle and my brother, my brother is from the Ivory Coast as well, so he brought my
brother here when he was 14. I do have more family from my mom's side here because a lot of
them came here through a visa of course not a student visa, but it was just easier at that time to
get a visa in Central America. So, a lot of them came over. My mom was probably one of the last
ones to come, but my grandparents stayed in the Ivory Coast and in Panama and so did my aunts
and my uncle came from my aunt's estate as well, my mom's sisters. So, I still have a lot of
family in Panama and a lot of family in Africa.
My mom came here when she was 29. So, she came in her late twenties and it was funny
because she told herself that if she got her visa she was going to drop everything, because she
was working in Panama so she was going to drop everything and just move out here and my, my
uncle was out here before she came, so she knew if she came out here, she'll be staying with my
uncle. So yeah, she dropped everything and moved out here when she was 29 with no job,
nothing. She didn't have my sister yet, my older sister, and she stayed with my uncle until she
met my dad like months after she, like maybe, yeah, months after she went to a party, it was a
Panamanian and Ivorian, so my dad's from the Ivory Coast, so Panamanian and Ivorian party and
she met my dad there and I guess they hit it off and three months later she gets pregnant and after
that she leaves from my uncle, moves in with my dad, had my older sister and just started a
family from there.
Well when my mom first started here. She was here on a visa and for those of you that
don't know when you have visa its only for a certain amount of time. So, my mom had her visa
for 10 years, so yeah, after 10 years you got to go back or you're here illegally. So, she knew she
didn't want to go back, she already knew that, so she only bought a one-way ticket to here and
that's it. So, she couldn't get a job when she was here because she had no papers or anything like
that. So, when she met my dad, my dad knew some people, so he did a few illegal stuff, he knew
some people that could give her a social security number, but it's a social security number under
someone else's name and that's how the way she was able to work. So, her first job was at a
hospital, a hospital in Los Angeles where I was born. She was working there first then she started
working at, she said that she worked at a laundry store too, she did inventory. So, she had little
jobs here and there and then there was a time in the eighties when they were giving out, socials,
like green cards, like it was, it was so much easier and during that time, that's when, you know,
everyone went for it and then they got their green card. So, after that my mom was able to, you
know, get like a real job legally and right now she's working at Disney, getting ready to retire
next year, but you know, it's hard when you don't have a degree from here.
She did do some school in Panama but here she didn't really study or anything like that.
So, she just had to get any job that was available to her and it was, it was tough. But she, she
made it work, you know, at least she kind of showed us that, you know, just because husband
wants to be the breadwinner or whatever, the one that brings in the money, you don't have to be a
stay at-home mom, and just stay there and just watch the kids. So, she didn't want to be like that
typical, what people see some people as if that makes sense. That was my mom's life.
Well my dad, he pretty much has the same story as my mom, but the thing is with him is
that he came here with a student visa, did he finish school? No, but again that's how a lot of
times people just want to get here. So, they'll just like whatever visa that they can get, they'll just
go ahead and get here and that was my dad. He's like, "Oh let me get a student visa." So, he did,
he went to school for a little bit, realize he needed to work because he got my mom pregnant, so
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he needed to work now. So, he was like, all right, time to go forward and my dad came here
when he was 27, so my mom is older than my dad. They came here around the same time and he
drove taxis, so he was that typical stereotype African guy driving a taxi around. So, and he had a
very, my dad when he first came here, he didn't know English, so his, he learned English in his
late twenties.
So, you could only imagine what his accent is right now. He has a really strong accent,
but he gets by with his broken English, still gets by, but he drove taxis for a long time and then
he used to work in the back, with washing dishes and stuff because again, he didn't have like a
social or anything like that. So, at that time there was nice people enough to still give people
jobs, but they had to work in the back. So, in case anybody would come, they won't get caught or
whatever because that can be bad on their business. So, my dad did little side jobs here and there
and then he also, I don't know, I remember him telling me like he wanted to own his own
business. He was tired of working for people, he wanted to just do his own thing.
So I don't know what came about that and I'm going to ask him this too, but, he opened
up a medical billing vocational school where they teach the students how to use the computers,
but they also teach the medical billing and he's been doing that since my older sister was born, so
maybe like 34 years he's, he should be getting ready to retire, but I don't know when that's going
to happen because they always say, "Yeah, I'm going to retire soon, but it never happens." But
he's been doing that for over 30 years now. He's little business.
The thing is, is that when I was, so my dad speaks French and his dialect from this
country or from his tribe, and then my mom speaks Spanish. So, I know when I was growing up
they wanted us to learn other languages all at once and you can only imagine that's a lot, some
kids are able to pick up. I've seen kids that are able to pick up three languages, but they tell I will
when I got older I realized, or I found out that learning a language at age seven is more ideal
because you're able to pick up and you're able to pick up things a lot faster. But I do recall them
trying to teach us Spanish and French and English at the same time and it confused me. So, I just
stopped speaking.
I was that kid that was just, "I'm just not going to talk at all, I don't know which language
to use. I'm just not going to talk." So, they told me that I wasn't speaking for a while and my
mom said she had to take me to the doctors because she was wondering why I wasn't speaking
and the doctor told her "You're trying to teach her, your kids three, four languages. They're not
going to understand like they're understanding what they're going to respond to you differently or
they're not going to respond to you at all. So, they say you got to stick to one language or two."
So, since I was going to a dual language school, they were doing Spanish and English. My mom,
while I was the only one that was going to my little sister, she's a year younger than me. She
wasn't going to school yet and then my older sister, she was in a different elementary school,
So, my mom said, "Well, since the babysitter speaks Spanish and you're going to a dual
language school in Spanish, English. We'll just speak to her in Spanish." My Dad didn't like that
because he really wanted us to speak French. I remember he would buy us French books and I
remember those French books too. My older sister was all into it and stuff. I was just like, "uh",
but I was able to pick up the Spanish language a lot better than the French. French, I don't know.
My Dad until this day he speaks to me in French. I answered him back and I'm just like, "You
don't remember how to speak French."
Sometimes he'll go back and forth with his French and his dialect, but that's just what
comes out naturally for him. But yeah, so I was trying to learn three, four languages when I was
a kid. Like, that's crazy but my parents just wanted us to learn or at least one of us to like be able
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to. My, my family from Panama, they only speak Spanish. So, it's like how are they supposed to
communicate with us? So that's why my mom was just like, "No, one of you guys needs to speak
Spanish, at least one of you guys to be able to communicate with the family," because after my
mom's gone then it's going to be difficult. So, I was that golden child. So yeah, which I'm glad
because it actually helps me at work because I even use it at work all the time.
They never really told me this. I guess it's just because I observed lot and I guess you
could see, make it like more like hidden values. I don't know how you would like mean this, but
it's just seeing. I've always been independent and just seeing my mom because at some point she
wasn't working because she couldn't get a job or whatever. So she was just staying at home and
depending on my dad to bring in the money and I saw how much that was a struggle and I used
to tell myself like I don't want to ever be put into that situation, so I'm going to, when I get the
chance I'm going to get my degree, be independent, have my own money, not depend on anyone
because I never want to be put into that situation and don't get me wrong my mom, she worked
really hard to raise us and all that.
So, I really see how to weigh, like honestly, she was a single mom for like, and I put it in
quotes only because it's just like she was married. My dad wasn't there all the time. So, I say that
she had to raise us by herself because my dad would leave in the morning and we wouldn't see
him until the next morning. So, it wasn't like we saw my dad all the time or sometimes he'll just
leave and don't come back for a couple of days. So, it was like I saw her strength and how much
she was able to, you know, take care of all three of us, especially me and my younger sister
because we're so close in age. I'm like, "I don't know how you did that," because I see my older
sister struggling with my niece and I'm like, but my mom had like three kids and she had to do it
all by herself. So, you have nothing to say and I always tell her that. But yeah, I guess just seeing
my mom, how the way she was, made me become a better woman today.
Yeah, that's a tough one. I guess I want to say how do I define it? It's learning and I feel
that we still need that. Like honestly, I want to go back to school because I miss it, just the whole
fact of learning is very important. Like getting an education, yes, it's all about getting that
degree, but then in a sense sometimes it’s not because you could educate yourself through just
reading books and stuff so you don't have to go to school to get educated, but for a job you need
that paper to say like, " Oh ok, I got a degree in this because of such and such. But honestly like I
know a lot of people that haven't gone to college and they're very educated because of their, how
the way they read and how they, you know, how they, what they learned that they read and stuff.
My parents always told me that I needed to go to college ever since I was a little girl.
Well both my parents are big with education. For my dad education is everything, he definitely
wanted us to get educated. In the African culture, African culture is very similar to the Asian
culture, education is everything. They want you to go to the highest, don’t just stop at an AA,
Bachelors, or masters, they want you to go for a doctorate. Now that I have my masters, my dad
wants me to pursue my doctorate. He is always asking me when am I going back for it and tells
me that I need to go back to school for it. Both my parents put a great emphasis on a college
education because they were unable to get one. My mom was different; she didn’t care what we
did as long as we got educated. Me going into education, I don’t think they really cared that I
was going towards that profession; I think that is my parents getting acculturated with the
American culture. For them it was as long you go to school that’s all that matters. I was the first
one to graduate from college a pursue a master’s degree within my siblings. I have older siblings,
but I never followed their footsteps because they are a hot mess to be honest. So, my mom and
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dad saw me as the role model for my younger sister. Plus, my parents did not expect me to
follow you know traditional gender roles, like my dad wants me to get married now because I am
older but when I was young, he prefer for me to go to school and focus on that, because they
wanted me to attend college and do something with my life. Of course, I helped around the
house, but it wasn’t expected to do the household duties, I was just told to do chores like clean
my room, wash my dishes after using them, and so on.
My sisters want to now pursue their graduate degree, I think because they see how
successful they can be if they do. I know that that's impacted them in a way because my older
sister, I think she wants to become a counselor too. I don't know if she wants to do higher
education or she wants to do high school or just like, you know, school counseling. But I think
she's going to go for it. So, I'm kind of helping her out with that. I guess seeing how successful I
am in my career, and supporting myself on my own, has motivated my older sister to want to go
back to school.
When my parents see education, they see money. That's really my parents. My parents
were like, "No well go get an education because you got to go out and make money," like that
that's pretty much all I remember as a kid, especially my dad. My mom really, she never really, I
don't remember her ever saying like, "Oh, go to college" or anything like that. She would just
say, "You know what, just go to school," like that was her theme. But my dad was always like,
that's his culture, like going to college, like that's part of his culture. Like he always used to say,
“Go make good money so you can come back and take care of me." That was always my dad;
“Go off to college so you can come back and take care of me.” I don’t think they really knew
how hard it is to get an education and still try to support yourself because I did just that. I don’t
think my parent understood how hard it was to get a degree while working or just how hard it is
to get a college degree period. They just knew that I had to go to college without understanding
the hard parts, the exams, papers, mid-terms, finals, projects while also juggling a job.
Like when I think of elementary school, I think of fifth grade because that's probably one
of my best years in elementary only because through elementary school, I was considered an
ELL, and they will put me in like speech classes and then they would test me all the time, what
they call a CELDT test now, um, I don't know if it was called that back then, but I just remember
getting tested all the time and I hated it. Then I would always have to get pulled out of class to
get tested and, you know, tell me that I have like a kindergarten reading level. It was pretty bad,
kind of broke me down a little bit, but I was like, "OK, whatever."
I was considered an ELL, and they will put me in like speech classes and then they would
test me all the time, what they call a CELDT test now, um, I don't know if it was called that back
then, but I just remember getting tested all the time and I hated it. Then I would always have to
get pulled out of class to get tested and, you know, tell me that I have like a kindergarten reading
level. It was pretty bad, kind of broke me down a little bit, but I was like, "OK, whatever."
So, in fifth grade I remember because I had a teacher, his name was Mr. Ferret and he
was like one of the best teachers. He was my first male teacher too, so I thought that was really
cool too going into fifth grade in elementary. So, what was cool about him was that he taught a
lot about history, which engaged me into going to class every day. Like I was always happy to go
to class even though fifth grade you only have one class. But I was always happy to go to class
and just learn from him because he, even though he did teach us like math and science and the
other English, the other stuff. But when he used to get into the history topics, I used to be very
like engaged. I remember he use to always use me as an example because he would always talk
about like West Africa or even Panama because of President Roosevelt when they built the canal
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and all that. I remember that year I went to Panama during Christmas, and I brought him back
like all these gifts and he was so happy, he even put it like on his, on his board and stuff like that.
We were really close. He drove a motorcycle which I thought was really cool and then what was
cool about him too is that he used to let us choose our own grades, but we had to give them a
reason why we deserved that grade and he would have one on ones with us. It was, I really
enjoyed fifth grade.
Middle school I hated because I was put into like the lower level classes because again
testing, I sucked at them. So, yeah, I just sucked at them, so they put me in the lower level
classes and I was classified as an ELL again…High school, I hated high school. I didn't have a
counselor that really guided me through high school. I don’t think I ever met with my counselor
only to pick up my class schedule. In addition, my counselor never informed me that I needed to
get good grades to go to college or that I could go straight to a 4-year university after high
school. I did not really know much about college and I never meet with my counselor to discuss
college, as a matter of fact, I don’t think my counselor ever called me in to talk about college or
my grades.
But I did have a teacher, another teacher, my English teacher that guided me and
encourage the idea of going to college even though my grades were not the best. He
recommended me to become part of this program. I was part of the what do you call it, a
program called Pathways. Pathways is pretty much for students that want to go into multiple
pathways. Students that want to go, through the multiple pathways, so like different types of
careers. So, like I wasn't planning on going to college, but I knew maybe I wanted to do like
vocational schooling or trade school, where I could go ahead and get a certificate and then just
go to work right away because that's what I was used to because the type of what do you call it,
company my dad had. So, I was like, “OK, well that's an option,” because the thing is, I didn't
get straight A's, I didn't get great grades in high school. I got grades to pass my classes, if that
makes sense. So, I had one teacher that he was really good. He was a psychology teacher and
English teacher, but he helped me like my last year, but I didn't like school. He encouraged me to
get better grades my senior year and introduced the idea of attending community college and
transferring to a 4-year after two years.
Thanks to this teacher, something hit me in the last two months of high school where I
was just like, "You know what I think I do want to go to college and try it out," and I went to the
career center. I applied to a community college and then I didn't know how to take an
assessment. So, and back then, I know this sounds old, back then we didn't have online
applications, we had paper applications. So, you fill-out the paper and then you go there in
person, you turn it in and you know, you just wait until you hear something back and they tell
you what your next steps are. My next steps was to go take the assessment test. So, I went to go
take the assessment test and everything. I didn't know about financial aid, so I ended up paying
$300 for my first semester and then after when I, because during that time they used to come into
the classrooms to talk about, "Oh, financial aid and blah blah." So, I heard about it. I'm like, "Oh
my God, let me apply," because I definitely, my parents are low income, so I definitely would be
able to apply for financial aid or qualify. There you go. I definitely qualify for financial aid and
then I went to the office, did my application, again, paper application, turned it in and then yeah.
Then I went to college, community college first.
Community College first and then I didn't know I wanted to transfer, but I finished in two
years and then I transferred to a public university and then decided to do my masters after three
or four years at the university and then I applied for my master's and got in. I only applied to one
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school, the same university for my undergrad and I got in and I graduated three, almost four
years ago. During my graduate program, I felt like I was leaning towards something that I really
wanted to do. I felt like undergrad was just, I just want a bachelor's degree, I don't care what is it
in, I just want it, but with the master's program I felt like this was my calling. This is what I'm
supposed to do, so I feel that my graduate program was definitely that, where I felt very like this
is it, this is what I want to do.
In one of my classes, it was a Spanish class. I walked in, and this was in my undergrad. I
took an elective class; Spanish class and it was a conversational Spanish class. I forgot the name
of it, but I remember it had to do with conversation. I remember walking in and then the teacher,
I remember the teacher asking me, "Oh are you sure you're in the right class?" I looked at her
like, yeah, I'm pretty sure this is the right class. I'll always remember that. I remember calling my
mom after class to tell her. My mom was so pissed, she said, "You should have cursed her in
Spanish." I said, "Mom, first of all, it's the first day and I'm not going to do that, that's not me
mom." So yeah, I always remember that. She asked, "Are you sure you are in the right class?"
Just because I walked in late, I get it, I walked in late but it's the first day and you know
sometimes your lost. You're like, "Where's my class? And I was lost. So yeah, I always
remember that. There was probably other negative stuff, but I don't really. Me, I'm not one to
take things personally, I am one to say, "All right, keep it going."
Before I decided to pursue my graduate degree, I was trying to get a teaching credential. I
was actually getting a teaching credential in Spanish because I took the CSET and plus I also had
the Spanish linguistic degree, so I wanted to do, "OK, maybe I could teach Spanish." I went
through the whole teacher credential program, realized I do not want to teach, that's way too
much work and plus I didn't want to be in the classroom. I felt like being in the classroom the
whole day, that's like, it's not what, I knew I wanted to do education, hands down. I always knew
I wanted to do education, but going through that teaching credential, I knew I didn't want to
teach. That makes sense. I knew I didn't want to be a principal either, so teaching, principal, NO.
So, I started looking up stuff and the funny thing is that, I did a year and a half in the
teaching credential and then just never finished it. I only had one semester left. I could have
finished it and just said, "Oh, I got a teaching credential," but I don't know. I just said, "Ah, this
isn't for me." So, I started researching like, OK, what are some other education jobs? and school
counseling popped up. So, I was like, "Oh, what's school counseling," because I don't remember
that when I was in high school and I realized that, what we called it in high school was a
guidance counselor. So, I'm like, "Oh, that's the guidance counselor, Oh, I can do that." Then I
started thinking about mine and I'm like, "Wait, who was my guidance counselor?" So, it was
one of those moments like, "Who did I have"? and then I remember, oh, it's because I haven't
talked to my older sister. She's like, no, "Remember how the way when you would get your
schedule at the beginning of the year?" and I am like, "Yeah. I only saw them once, like what, do
they just do office work. Like what, what is it?" So, you know, I started doing more research and
I said like if I pursue this degree, a degree in school counseling, I don't want to be the guidance
counselor that I had. I want to be one that I wanted or one that I should have had. The lack of
guidance I had from my counselor in high school motivated me to become a high school
counselor that will truly inform students about college and its process such as applying and
financial aid and help them succeed academically and encourage them to attend college.
So, I took that one shot of applying to this university and it was funny because the day of
the interview, because I actually got called in. I turned in my application the day that it was due,
actually drove down there and turned it in. I had like random people do my recommendation
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because I was like "I don't have anyone to do my recommendation." I was working at a group
home at that time too. So yeah, so it was funny at the interview when I was talking to other
people that were getting interviewed, they said they applied to like four other schools and they're
all like, "What schools did you apply to?" I was all like, "Um, just this one." They looked at me
like I was crazy because they're like, I'm pretty sure there were thinking like, OK, what if you
don't get this one. I felt that the interview went pretty well, like I felt good about it even though
they said, "We're only picking 25 students out of 200," I felt really good and I said, "If I don't get
it, I don't get it." Thankfully, I got in.
I'm going to say college because I felt like I utilize the resources very well. Um, I would
say when I first started community college, I was at the transfer center probably three times a
semester and that was just to make sure I was on top of everything and meeting the requirements
to transfer. What I loved about my transfer counselor was that she set out a plan for me for two
years and she pretty much put every class I was supposed to take, and we talked about the classes
and everything and all I had to do is just register for those classes and I was good. But I always,
every semester I always checked in with her, just so I knew that I was in the right path or if she
had any other suggestions.
I also utilized the financial aid center because they had the career center in there, where
you could go ahead and look for jobs, applied to whatever it is that you want to study or if you
just need a job. I would go in there to apply and research for jobs. For sure, the counselors at the
community college and then the financial aid counselors because honestly, like if I didn't know
about financial aid, I would have probably been paying every semester for school. They helped
me with the process of applying for financial aid assistance because they knew I was eligible due
to my parent’s low income. They helped me apply for the BOG waiver, which I took full
advantage of and used it to pay for my classes. Sometimes, I think about my kids right now,
what if I never explained to them about financial aid, how would they know about that? I sure
didn't, I am pretty sure it would've applied. If my kids didn't know about all this, they definitely
would not apply to anything, they would just be clueless, like they wouldn't know when
deadlines because they're not going to check. I never checked that. Never checked that. So, it's
crazy.
I got my degree from the community college in two thousand and five. I remember it was
when my sister was graduating from high school and I was graduating with that. So, for
Community College, the thing is that you have the option of just transferring after the two years
or just take the GE courses or you could get an A.A. or something and then transfer over. So, I
knew I wanted to study dance. So, one of my counselors told me, "Oh, why don't you do
performing arts? We don't have a dance degree, but you could do performing arts." So, I just did
the performing arts way where I just take a certain number of classes and dance classes and then
I can get a performance arts degree. Yeah, that's what I graduated with there. Then for what do
you call undergrad, it was dance and then Spanish linguistics because I wanted to understand
Spanish language and why we say certain things a certain way and why we don't speak like how
people from Spain speak and how that change. So, I was studying Spanish linguistics, so I've
always had that. My mom always tells me like, "Oh, you spell in Spanish better than I do, Blah
Blah," because I'm very, when it comes to spelling Spanish, I am like on it and the actions too.
I would probably say because they didn't go to school, I think that really motivated me to
go to college because it's not even that. It's just because honestly, I know people that haven't
gone to school that make decent money for themselves. But my parents never did, especially
because they did not have a college education. I did not want to be struggling like my parents.
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So, my thing was my only way was to go to school to make money so I can help them out if they
needed help in anything…So, I think just them not, you know, not always having a lot, made me
want to, motivated me to at least get that opportunity to be able to help them and have a better
life than they did. So right now, I do help them, but that's because of how the way I saw how
labor serving they were when we were little. So, I think it's just a matter of the impact that they
had on me, seeing them struggle.
I guess the way that my graduate degree impacts me now, like right now, I love my kids,
and I'll tell everyone, and I'll be like, "Oh my God, I love my kids." They are my kids, like
people sometimes find it funny when I say kids. I don't call them my students, I call them my
kids because we're, we're together pretty much all day and then they go home to their families or
whatever. Sometimes I do feel that I'm part of some of their families because I talk to the
parents, like the parents and I are pretty close.
I feel that the work that I do, or the reasons why I wake up, are for my kids, as strange as
that may sound, and I tell them that sometimes too, I say "You guys that don't even understand, it
was a struggle getting up, but I do have to get here because of you guys," so it's really for them.
They changed me in a way to become more humble. I mean, I was humbled before, but I think
I'm even more now and more empathetic to a lot of situations and they have made me a lot more
patient. Do they sometimes get me upset? Yes. Like some kids do. Right. So, I try my best to
understand where they're coming from and then go from there because I feel that most of the
time they don't get that at home. At least some of them, some of them do, some of them, their
parents are 100 percent there for them. For some of them, I know it's difficult, because they don't
either see their parents a lot or parents don't really understand where they're coming from. So, I
love what I do if that makes sense. Love what I do.
I probably see my family once every other month. That's horrible because it’s not like
they live far, my family does not live far, they live like 30, 40 minutes away from me. That's not
far at all and that's without traffic. With traffic it's like two hours. But I guess it's just because I'm
so drained. Work does drain me. I'm not going to lie. When I get home I just want to go sleep.
So, and I work now like from 7:00 AM to 6:00 PM and then I go home and eat and go to sleep.
So, I call my mom, or my mom calls me every day since I moved out, like over 10 years ago.
She's been calling me every day, which is fine because she's supposed to make sure I'm OK.
Well and alive. So, I talk to my mom every day for sure. Periodically see my family.
So right now, what I'm trying to get myself ready for is, I want to start my own business,
but it's not like business, like "Ooh, like at my own office and stuff like that." It's really like kind
of like a mobile school counseling job if that makes sense. So, you kind of look at it as like a
tutor because you can kind of look at it as like a tutoring job, but you're going to the student's
houses to go ahead and do college counseling, helping them with their college applications and
financial aid and just educating the parents and stuff like that. So, I want to start that. That's for
sure like a thing that I want to do. A long-term goal for me would be I want to open up an after-
school program in Panama. I want to do it, I've been wanting to do it and because they don't have
that over there. Like the kids after school, they just go home. They take the buses and they go
home. The life is a lot different when you go to foreign countries. It's not like here where kids
could stay after school, learn certain stuff and this would be like a free program for them. So, of
course we would get funding elsewhere for these kids and what inspired me to do that was when
I went to Ghana during my graduate program, and there was this program that they had, a after
school program where they would pick up the kids from school and bring them to the facility and
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the kids would be immerse into different activities and stuff. Then after that the parents would
come or they'll get dropped off at home.
So, I do have to do a lot of shadowing, talking to people. It's a lot of work, but I know
that that's definitely something that I want to do. I just got to do it. I know I want to go back to
school. I even want to like honestly, I'm looking into it for next year too. I probably want to
teach like one counseling class at a community college or at a college. It's like a counseling 101.
Even for those freshmen, incoming freshmen that come in, they have those classes at colleges
just to kind of tell them what to expect their first year. So, like there's a lot of stuff I want to do, I
just got to do it.
I was working and going to school at the same time. My parents couldn’t assist me
financially, I knew that. So, I had to work to buy my textbooks, pay my bills, living expenses,
my car and other expenses. I was also helping my parents out financially by paying some of the
household bills and giving them money for other expenses and for rent. I wasn’t living at home,
so I had to pay for that. Was that challenging? It's hard, I mean working and going to school at
the same time it's hard. I was working 3 jobs and going to school. I'm not going to lie it’s hard
because you have to find time to study, write your papers, but I had to make it work, where, you
know, I was still able to pass all my classes and stuff. Even if I was tired after a long day at
work, I made time to study and do my work for my classes in between my classes and during my
breaks at work. So, it was a challenge but, I mean sometimes you got to do what you got to do.
You have to work, you got to work and go to school.
Who doesn't want to make their parents proud, you know? But then at the same time I
didn't just do it for them. I did it for myself too and for my niece because she's definitely going to
be, you know, one that has to go to school and stuff. I wanted to make sure, you know, I'm not
going to have my parents forever, so I wanted to make sure that they know that I'm going to be
ok either way.
I remember growing up my parents use to clash all the time. It was just so annoying.
Annoying to the point where, I am trying to think of an example, just that they just come from
two different worlds. So, a lot of my mom's beliefs, my dad didn't understand and vice versa. My
mom wasn't strict, at least with me, she wasn't, I don't know about the other siblings but with me
she wasn't. But my dad, he was, he was one of those that, you know, not with me again, because,
again, I'm the middle child. So, I had that middle child syndrome, but like I saw it with my
siblings, like wanting to know where they're at all the time. For my mom, you just told me once,
it's fine, I don't have to know, and the thing is that at that time we didn't have cell phones or
anything like that. So, like if you weren't home, hopefully you called from someone's house
because no one knew where you were at, type of thing. So, I think my dad was more strict than
my mom. My mom was just all like, “Just tell me where you're at” and she didn't care. My dad
didn't like us to spend the night at people's houses. My mom didn't care. It was just different.
My mom would have us go to church every Sunday morning. My Dad never went with
us, because he didn't, I think he believed in god, but he just never, he wasn't a church goer, so it
was just, you know, we did different things. Another thing, my mom's side, every Sunday was a
carne asada. So, we have barbecues every Sunday. That was our thing. My dad kind of merged
into that, so he was all into it because my dad loves to cook so that I can totally say that he was
definitely into all that. That was our thing, invite family over all the time on Sundays and then
we would just barbecue. But they clashed a lot.
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I never wanted to act like that until I got older I realized like, "Oh crap, I was choosing
one side more than the other." But like growing up, like when I was a kid I used to say, no, I'm
this and this, but it's even like saying, which, ethnicity or nationality do you say first, and I
always say I'm Panamanian and then second, I would say Ivorian and it was just something that
always came. I never realized what I was doing until I got older. I was just all like, "Yeah, I did
identify more from my mom's side than my dad's side," and the reason for that was because we
would go to Panama every year. My mom's family, most of them were here, so we would go to
parties all the time on my mom's side.
We were just always with my mom. So, it would be different if my dad and don't get me
wrong, my dad had African friends. They weren't from the Ivory Coast, somewhere from
Nigeria, so from Ghana, so my dad did have like other African friends, so we would sometimes
go to their parties too. But we were just always with my mom and we didn't go to Ivory Coast
every year, we went to Panama every year. Like when I was a child, I only went to the Ivory
Coast once. Do I remember it? Yes, surprisingly I do. I was four, but I still remember it because
it's one of those memories where it's very vivid, like that's just, you'll never forget. I do identify
more with my Panamanian side, but now as an adult, I always say both. If someone asked me
like, "Oh, like what would you call yourself?"
I say I'm an Afro Latina or multiethnic Latina because that's what I am. Some people will
say Black, Hispanic, um, but I say either I am Afro-Latina or multiethnic Latina because I'm half
African and I am half Panamanian. So now I identify with both, when I was a child I didn't.
Everyone would say, people would think I was confused. Well hell yeah, I am confused, like
they would just be like, "Wait, what you had a quinceanera?" and I'm like, "Yeah," and they
would look at me like I was crazy. I'm like, "Yeah" and I asked my mom, "Doesn't Panamanians
have quinceaneras?" I had to ask her because I was wondering if it was only a Mexican thing
because I had friends asked me " Why did you have a quinceanera?" and I would say "Because
my mom said I had to have one, I don't know." So, I had to double check with my mom because
I remember my prima having one when I was younger. My mom said " No, all Latin countries
have it, they do it differently, each country does it differently, sometimes you will have the
whole quince where you have the whole fiesta and stuff or sometimes you want a trip. My cousin
went on a trip, she went to Costa Rica. So, it was, it all depends.
I knew what people saw me on the outside. What race do you identify yourself? and I
always talk to my students about this too because I want them to understand like race, like it's
what you see on the outside. So, I had to keep on telling myself what I see on the outside is black
and that's what people see. So, I have to understand that. My background is that you put me in a
crowd full of Latinos and I feel at home. It's weird, like you don't even have to be a Black or
Latino, like I feel at home. It's just how the way I feel, and I forget about the outside. If that
makes sense. Even when I was younger, I just, you know, that's who I always hung out with, all
my friends or whatever.
Growing up, even like as young as middle school I remember, because middle school is
when I started having more Black people in my classes because elementary school I didn't really
have that many. I was probably the only black girl in the school. In middle school because of the
area that I went to middle school, it was part of Walnut and Walnut had more black people in it
because West Covina was right next to it too. So, at that time West Covina had more black
people. So, I started going to school with more black people, so I thought, "Ok, people that look
like me, Yay," because, you know, let me start feeling like, ok, this is cool. I remember my first
friend in middle school, that didn't go to the same elementary school as me and she was my first
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black friend. Well she wasn't my first black friend. I've had others in kindergarten and stuff, but
like, you know, as getting older or whatever. I remember the other black girls use to tell me,
"Why do you sound like that?" "Why don't you talk black?" and I was like "Talk black, what
does that mean?" I remember I used to ask my mom and my mom would say, " I don't know
what that means?" and I remember I would ask my older sister, my older sister, she had more
black friends. So, she, that's who she hanged around with. So, my older sister, she identified
more on that side. She just used to be like, "Oh because we sound like this, we don't sound
Southern or whatever." I'm like, "Yeah, but I can't change how I talk, that's not me." I can't
change how I talk. This is honestly a fusion of my mom and my dad speaking. That's really what
it is, like, "Why don't you sound white and blah blah?' and I used to say, "Do I?" But I would ask
myself, "Should I change how I speak?" because I remember I use to hear them talk and stuff,
but I was just like "oh OK."
It's funny because my family didn't come from that much, so I don't know how to explain
it, because people would expect you to be ghetto or talk ghetto or whatever. But that was not me.
Even though I didn't come from a lot and did my family do some ghetto stuff? Yes. I will be
honest, yes. But it was just all like, you know, it doesn't mean I have to act a certain way or be a
certain way just because of that. I remember it was difficult because apparently, I had to speak a
certain way for me to look the way I looked or whatever. Then they would make fun of my hair.
It was strange, it was different. The texture of my hair was different, and they would just make
fun of it. I just, I don’t know, I thought maybe they were jealous, I don't know, but I just wanted
to make friends. I was so excited to be around people that looked like me because I went to a
dual language school which had pure Latinos in it, it was in LA. Then when I went to
elementary that's when my parents moved to Diamond Bar, total culture shock. Kids there, they
were just mean to me and I was just like, "OK, whatever." I didn't really have a lot of black
friends growing up because they didn't like me. Even in high school, like I always only have one
and that's one that, you know, gets me or whatever. Like always, I just had that one, but everyone
else they were pretty mean. I didn't understand why they were. For some reason they accepted
me, the other Latino students. The only thing that was weird for them was when I had a
quinceanera, but they accepted me. They, I don't know, I guess it's like bringing them home,
which I hardly did, but some of my friends, like they knew my mom and stuff like that. Their
parents knew my mom. So, it just made it easier. They accepted me for who I was. I felt that, that
experience was a lot better.
The thing is that even as a kid, like I was always scared to speak Spanish in front of
people because people would just be weirded out or whatever. Not weirded out but I guess just
like, you know, or sometimes I would have, when I would go places like you will speak to them
in Spanish and they would speak back to you in English or you're like, " I am trying to help you
out." So, it was like, one of those situations. So, ever since I was a kid I always said, "OK fine," I
am just going to speak it when I have to. So, I speak it with like family members or like at work
or with whoever. So, it all depends. The thing is with that too, that's me not being too
Panamanian or whatever because I don't have the accent, I don't have the Panamanian accent. So,
I never felt like true, true or whatever. I learned to just accept, I will never have the accent and
it's OK. But I love the accent, but I will never have it.
When I would say that I was Latina, they'll be like, "Oh, so you're Mexican?" and I
would say "No, I am Panamanian." So, they would hear me speak Spanish and they would be
like, "Omg I didn't know you were Mexican," and I'll be like, "No I am Panamanian," and the
would be like, "What's that?" and I would say, "It's a country in Central America and then I
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would say " It's right next to Costa Rica and Columbia and they would be like "Oh." It was just
weird. I used to be like, how do people not know like the countries. As a kid I knew all my
countries, even my South American countries. I loved geography, so I knew where all my
countries were at. So, I just thought it was weird that no one knew about Panama. I am all like
"Have you ever heard of the Panama Canal?" They're all, "Yeah," and I would say, "That's where
Panama is at." Even adults today don't know where Panama is. I’ve ran into adults today.
Don't let life pass you by, I always say that. Don't waste time, that's one quote that I
always tell my kids. Don't waste time, because the more you waste time, the more you have
regrets. So, I always say don't waste time, time is precious. Time is short. Got to keep it moving
or you're just going to let life pass you by.
Victoria
My name is Victoria. I am half-Mexican and half-Filipino. I grew up in a small city in
South LA. Growing up in my city, it was majority Latino and I was one of the few that was mix
or not full Latino. I felt I was more, I guess raised more with my Latino culture, because I have
most of my Mexican family here, whereas my Filipino culture there are all the way in the
Philippines, so I don’t see them as much. I have an older sister who is five years older than me, I
have an older brother who is 11 months older than me. I went to a public institution for my
undergrad where I majored in Political Science and minored in Chicana/o studies and then now I
am at a private 4-year institution getting my master’s in educational counseling. My mom is the
one who is Filipino, she came here to the United States when she was 21 years old, so she
graduated from nursing school in the Philippines and she came here and she was able to get her
papers and her bachelor’s degree didn’t count here, so she had to challenge the board and take
the test to become a nurse here but in the meantime while she was trying to figure out how to do
that she was working at Mc Donald’s and working at a bank just to help support herself and her
family in the Philippines at the same time.
My dad is the one who is Mexican. He came here to the United States when he was
thirteen and through the Immigration Reform and Control Act, IRCA, he was able to get his
documents and he was a janitor at the hospital where my mom worked at which is how they met
and then he decided to go to school at a community college but he ended up dropping out
because my mom got pregnant with my older sister so then what he was able to do, well he did
not have enough credits to get his associates degree but he ended it up taking a test to become a
pharmacist technician because at that time you were able to challenge the system so he was able
to take the test and pass and he became a pharmacist technician and then my mom was able to
become a nurse. I interact mostly with my dad’s family, my Mexican family because most of
them are here whereas my Filipino family they are all in the Philippines. Most of the holidays
that I spend or celebrate with my family, I celebrate it with my Mexican family. I have met only
two members of my mom’s side of the family and there are the only two that live in the United
States but they live in like different parts, in NorCal, one family does live in LA but we don’t see
them as much but the family who lives in the Philippines, I have only met one of them who has
come to visit but I haven’t met the others. I believe my mom has like eight siblings in the
Philippines and I have only met three.
One of the values that my parents instilled in me was to work hard, just because when
they came here they either came with nothing or they had to find ways, like my mom she had to
find a way to become a nurse, even though she was already considered a nurse where she was
from. So, they always told me to work hard for whatever I want, and they also instilled in me the
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importance of education. I remember when I was little, they would always help me with my
homework even if they didn’t understand it, or they would make sure that I would have time to
do my homework, and they would also make me read. When I was in first grade my mom would
read Harry Potter to me, even though sometimes she didn’t know the words. Every night they
would read 30 minutes to me or make me read for 30 minutes or they buy like little computer
games, so I could play that during the summer, so I was always learning even when I was not in
school. They always pushed me to do well in school and go to college, even when I was just a
little girl. They were never sure of the application process or information about colleges in the
US. They never knew what the FAFSA was. But they knew I had to go, which really helped me
in high school. For my parents a college education meant financial stability, in other words
taking care of them and a better future.
My parents also taught me the importance of family just because my family is really
close. They want to make sure that we all take care of each other. As a family we always
communicate how we are feeling to each other and find ways to make us feel better or find ways
to just spend time with each other. That is something that is really, really important in my family,
is like spending time with each other.
When I was little my parents would always tell me “You are going to go to college.”
Even though my dad only knew about community college, he still knew that an education was
important, no matter what route I went. Whether I decided to go to a community college or a 4-
year, he was still supportive of that. My mom really didn’t know about the educational system
here, but she was still like “Get an education in whatever it is you pursue.” My parents like
education and they want me to get an education, but I think for them education was just getting a
bachelor’s degree, it wasn’t really getting a master’s degree. So, I remember when I told my dad
that I wanted to get a master’s, he was like “Oh with what money, I am not going to help you, we
can’t afford it, you should just get a full-time job,” “You already got an education, you don’t
need more.” My mom on the other hand, was kind of more, I guess, she was concerned about the
money but she I remember she told me “If that’s what you want then do it, if you know it’s going
to help you.”
Overall my educational journey was really difficult, just because in high school, so like
growing up where I grew up, the high school that I went to, it wasn’t a college going culture. I
remember one of my teachers had told me “Oh you are not going to do anything with your life,
you are not going to pass your AP test,” and he was my AP teacher, and he said that on my first
day of junior year. So, after hearing that it was difficult to even become focus in school just
because of people talking down on me like that or I had friends who were like “Oh we are just
going to get pregnant and dropout, were not really going to do anything with our life.” I also had
people tell me that I was going to work at a Mc Donald’s nearby so that was difficult but then I
ended up going to college. At university, even then it was hard too just because I didn’t feel I
was academically prepared for school. So, I remember in high school I did really well, and then
going to a 4-year university my first semester I ended up with a 2.7 and I had never gotten D’s
before and then after my first year of college, I found out that my family was going to be
homeless. So, I remember my parents had told me “Is either you drop-out of school to work or
you work to help us,” but at that time I was like “No, I don’t want to be what everyone said I was
going to be, I don’t want to be a college dropout, I don’t want to be that person who doesn’t get
an education.” So, what I decided to do was, instead of living at the dorms, I decided to commute
from home and work at fast food restaurants nearby my house. So, I could help my parents
financially and then still pay for my school just because I was like one of the students who didn’t
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get any financial aid, I only got loans. So, I was disqualified from grants, and scholarships and
things like that because my parent’s income was too high, so because of that I was tempted to
dropout and work and at that point I didn’t talk to financial aid because I didn’t know about
financial aid. I had to learn to juggle work and school, because I did not want to have bad grades
in college. I didn’t know that I could talk to them or that they could help me. So, then my last
three years in college, I was working almost full-time and helping my parents and we were able
to become a little bit more financially stable and then I graduated.
I feel like in elementary school, so I was really shy in elementary school and even at
home I wouldn’t really talk out loud, I would always whisper to my parents, just because that’s
how they kind of like raised me to be very passive or be very like submissive. So, I remember
my teachers would tell my mom “Oh she is very shy, she doesn’t talk, it’s kind of concerning.”
So, my mom was like “I don’t know what to do, we tell her to do this and then she is not doing
it.” So, my teachers put me in a lot of competitions, so they would put me in like Math-A-Thon
where we would do math competitions and we had to work in groups and communicate or they
would put me in oratorical contests where I would have to memorize a poem and recite it in front
of everyone or they would put me in a spelling bee, they always put me in like competitions
where I had to like speak out in a group of people. I remember the first time they did that I would
just cry because I didn’t like public speaking at all. I think that was my biggest positive
experience.
My mom was my biggest supporter when it came to my education because my mom even
though she doesn’t really know, even right now in my counseling program she doesn’t really
know what a counselor is, she is always like “Oh you are going to be a teacher,” and I am like
“No mom I am going to be a counselor, there is a difference.” But regardless of whether she
knows what I am doing or not, the fact that I am in school I think makes her feel like I am safe or
I have something ahead of me just because she got an education in the Philippines but then she
ended up leaving her family, she really didn’t know anything here so she knows that me getting
an education here is a good thing and that I am going to do something with it and give back to
my family. So, she kind of wants me to get an education and give back.
My counselor in middle school he was also great support, just because when I was going
through a really rough time in middle school, I would talk to the counselor and I would just tell
him how sad I was or like the things that I was going through at home and he was like that
person who was always like “Okay in the future anything could be taken away, your house could
be taken away, your family could be taken away, your car could be taken away but education is
the one thing that no one can ever take away from you. Don’t let this affect your education,
continue to learn” So, he told me “every day learn something new whether it is reading a new
book or learning a new language, as long as you learn one new thing a day it will help you cope
with whatever you are going through.”
In high school I had one of my teachers tell me that I was going to drop out of school and
get pregnant and then he also told me because I was one of the few mix students in that high
school and I am half Filipino, he told me one time to shut up because I eat dog because I had
asked him a question about what he was saying because I didn’t understand him. So, because I
asked him for clarification he told me “shut up because you eat dog.” In college, my first year I
took a political science class where the majority of my class was white and I was one of the few
Latinas there and so it was a big lecture hall with like 200 students and then we had small
classroom discussions with like 20 students and so one of my teacher’s assistants was white and
he would talk about how he came from this prestigious school in New York. One time he said
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‘This class is going to be really writing intensive so we need to make sure that none of you are
writing like students from Compton,” and I got really offended by that because Compton is
across the street from me, I am in that community, I grew up in that community and I remember
raising my hand, my voice was shaking and I was about to cry and I told him “That’s not fair that
you are judging people who are coming from these communities that have no resources and I am
coming from that community and that is not fair, people from Compton, people from Lynwood,
or from South LA, they can write, it’s just you need to be there to support us because we are in
higher education.” I remember when I told him that, we were both just staring at each other and
he just changed the topic and he didn’t confront me afterwards, he didn’t ask me how I felt, he
didn’t apologize or nothing. He just kind of avoided me the rest of the quarter.
I think right now as a graduate student, the challenge that I have is not spending as much
time with my family just because I do have two jobs and I am in school full-time. Then I am
volunteering on the weekends, so I literally have no time and I think a complaint that I always
get is “You don’t spend enough time with us,” from my family and I live with them at home I
just never see them because I am never home. Even though they want me to get an education, I
feel that they don’t understand how much it takes away from my energy or how much it takes me
from my time, just because sometimes I’ll get home from work and school and then I get home
and I am like “I am so tired,” and my dad would tell me “De que?” “What did you do?” and I am
like “I had school and I had work” and sometimes he doesn’t think that’s enough. He is like
“Well you weren’t on your feet like 12 hours a day working like I am,” and I am like “Yeah but I
am still working my brain, or I am still doing things, I am still talking all the time, it’s still like
physical work that I am doing.” I think that is something that my dad does not understand or my
mom doesn’t understand when I can’t go to family barbecues because I have readings to do or I
have like a paper coming and for her she gets really sad that I can’t do it and it’s not that I am
trying to make her sad it’s just sometimes I can’t. I try my best but sometimes I feel they get
upset with the fact that I am always busy, or I am never home, because it’s something with
school. Sometimes they start to not believe me anymore because they always say, “You're
always doing homework like why do you always have homework,” and I have to explain to them
that I'm getting a master's degree, I want to make sure I do well, I want to make sure I graduate
and I get good grades just because maybe I do want to get a doctorate in the future and I think
that's something they don't understand.
During my undergrad I major in political science and I minor in Chicana/o studies
because I told myself I wanted to become a lawyer, I wanted to do immigration law to help
people in my community but then when I graduated I changed my mind because I was working
in fast-food restaurants full-time to help support my parents so I didn't get any internships at a
law firm or I didn't get any experience that I know I need it for law school so I told myself “I'm
never going to get in,” “ I'm never going to get accepted,” “It's going to take years for me to get
experience and then to study for the LSAT and even apply or what if I just don't get in.” So, I
completely threw out that dream out the window. When I did that my parents were like what are
you going to do with your life and I had no clue so I remember I was working at a startup
company in Santa Monica and it was a technology company and I knew nothing about
technology and I was just working there and it paid decent money but I didn't feel fulfill or
happy.
So I had a dream about when I was going through a rough time in middle school and
how I would talk to my counselor and my counselor would just kind of tell me these things about
education and how important it is to learn and so I started to reflect back throughout my
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education, so everything I went through in high school with my teachers and just being in that
community to to like everything I went through during my undergrad with almost being
homeless to the things that will go on in the classroom, what my counselor in middle school said
it stuck in my head so I remember waking up from that dream and I was like “ Oh I want to
become a counselor.” So, I told my parents that I wanted to get my masters in educational
counseling and I showed them some of the programs that I found and I remember my dad was
upset and said “Well I thought you wanted to be a lawyer, why do you have to go to school
more, you don’t need it. I think my dad was only thinking financially of me becoming a lawyer
in order for me to bring in money and he thought that other master’s degree especially in
education were not going to bring in money and I was going to be in more debt.
So my dad was very anti-graduate school because of the finances whereas my mom was
more hesitant at first because of the finances, she was concern about my debt in the future but
after telling them how I felt because I knew that I wanted to give back to my community but I
just didn't know how so I knew that I didn’t want to do law school anymore but I always had
education in the back of my head throughout my undergrad so when I explained that to them, and
why I wanted to become a counselor and how my counselor helped me then they were like
“Okay but we are not going to help you financially, you need to figure this out on your own, you
need to do it on your own and if you can do that then it’s okay.”
My older sister, she set the example to go to college, but I am the first one from my
siblings to pursue a graduate degree. I am pursuing my master's degree and plan to pursue a
doctoral degree in the future because no one in my family has gotten a master's and no one in my
family has gotten a doctorate. So, I feel I want to be the first in my family to get each, to make
my parents proud for all the sacrifices that they went through coming from the two different
countries they came from. I also want to set the example to my older siblings, because I also
want them to aspire for more in their education.
I think now the fact that I'm a part of a master’s program, they kind of understand that
more as opposed to when I decided I wanted to apply. So I think they're learning more about how
important education is or when I talk to them about different career opportunities, "Oh well if I
get a master's, like I can do this, this and this, like I have more options or if I get a doctoral
degree I can do this, this and this," and I think they get excited of me hearing about that even if
they don't know what the job entails or what it is. But I've taught my parents, like they know the
difference between a Ph.D., now and an E.D. just because I've been unsure of what I want to
pursue in the future. So, my parents will ask me, "Oh, so are you going to apply for your E.D.
already?" And I'm like, "No, No, No, like in the future, in the future." And they're like, "OK,
well PhD. And I'm like, OK." It's just funny that like now that they know that because I'm
teaching them, but I also want to do it for myself too, just because of everything that I've been
through. I just want to prove to myself that, even though I'm a woman, I can still get a higher
degree and I can still have family if I want in the future, but it's up to me like I want to do it for
myself to better myself and my future, for my future family or even my current family, to help
support my parents so that once they retire or whatever, they can be financially stable after.
I think it really helped going through a lot of these things because I was able to see like
even though I didn't get help in like high school and undergrad, like I didn't ask for help, I didn't
go see a counselor, like struggling the way that I struggled, like working all the time or going to
school and like having a lot on my load that made me realize that it's not just me that there's
other students out there who are probably doing the same thing or even have more on their plate.
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So that made me want to help students who were once in my shoes or who are in my shoes right
now, I want to help students who are struggling or are coming from low-income backgrounds or
who are coming from these like I guess urban communities that people don't really acknowledge
and help them succeed just because I know a lot of my friends that dropped out of college or
didn't even go or did get pregnant or are working at like fast food restaurants still or are taking
like seven years to finish their associate's degree at a community college. So, things like that,
hearing about my friend’s stories, but then also going through my struggles out of a four-year, I
want to be able to help those students succeed academically.
So, I definitely see myself as a community college counselor and it's not a for sure thing,
but I am interested in maybe becoming a Dean in the far future because I do want to be a
counselor for a really long time. I do want to interact with students for most of my career. But
then I also don't want to be burnt out. So, I think in the future maybe pursuing a doctoral degree
and then becoming a dean of a community college.
My multiethnic identity was definitely something that I struggled with growing up just
because in the city that I grew up in, there were no other Asian students or biracial students.
Mostly everyone was Latino and then there were a smaller percentage of black students. So, I
was always the one who stood out in the crowd just because I looked a little bit Asian. Growing
up, I remember the security guards at school would call me " Chinita" and I will get so upset and
tell them “I'm not a Chinita,” don't call me that or how my teacher had told me like, "Shut up you
eat dog." I think in high school, I just felt like I didn't belong in the community that I grew up in.
I always felt different and then going to college, I took a Chicano studies class just as a general
education course and I remember I fell in love with it just because it only didn't talk about the
Mexican American culture, but it talked about different cultures. So, it did talk about like
Filipinos and Mexican Americans and talked about native Americans, and blacks too. I think
that, learning about the diverse cultures in that class really made me feel connected to mine.
That's why I continued to minor in it because I wanted to keep learning about my culture too.
Even though I minored in Chicana/o Studies, I learned about my Filipino culture and how that
affected my identity.
I think throughout time, just learning in school really helped me embrace my multiethnic
identity and tell myself, I am who I am and to appreciate that instead of feeling like down because
other people don't understand it. As long as I understand it and I feel comfortable in my own skin
then I'll be happy. I feel like growing up in my family, we grew up mostly with our Latino culture, it
was very dominant. My mom is Filipino, but she cooks Mexican food all the time and she doesn't
really cook Filipino food as much also because there's not really Asian grocery stores nearby. So, my
mom had to learn how to cook tortillas de arina or chorizo con papas for my dad because those were
his favorite meals. So, I feel because of that, whenever I ask my mom something about her Filipino
culture, I feel she'll tell me things or she'll teach me things, but sometimes she won't even remember
just because she's also very ingrained in the Mexican culture. My mom never taught me Tagalog,
even though my Spanish is pretty bad, but my mom never taught me Tagalog because she mostly
speaks English and Spanish. So, I think that's where I was conflicted and wondered "Shouldn't it be
equal?" Shouldn't I know Tagalog and Spanish both fluently," Why didn't you teach me this when I
was younger?" “Why didn't you ingrained it more in my head that I am Filipino and Mexican?” and
so that was the struggle that I had growing up. Now I think it's not as much, but I'll still find myself
asking my mom "Oh, teach me how to say this," or "Teach me my numbers or teach me things so I
can communicate with Filipinos that I see or my friends that are Filipino.”
EXPERIENCES OF MULTIETHNIC LATINAS 178
I always let people know that I'm multiethnic and that I'm half Mexican and half Filipino
because I want them to know that instead of just assuming something different. I feel that
because I am multiethnic, especially in my classes, whether it was my Chicano/a classes or even
here in my graduate career, whenever there's a topic of multiethnic, biracial, or multiracial
because people don't really know, or they don't know anyone who is multiethnic, or they aren't
multiethnic. They'll ask me about my experience. So, this past semester I took a class on student
development and we had a case study and there were different theories about biracial and
multiethnic students and I remember, I would share my experiences of being multiethnic and my
professor would comment "Oh, that's interesting, I've never heard that before." Even the people
that I'm surrounded with like my cohort, they would ask me questions like, "How was it growing
up?" or how was this and that. Like they, they weren't aware of it. I think that was exciting to me,
to be able to share my experiences. I think mostly just like sharing with my classmates in my
graduate program, I feel like a lot of us are diverse and there's not that many multiethnic students
in my cohort. In that student development class, we were learning about multiracial or
multiethnic students and so I remember telling them, "Oh, I'm half Filipino and half Mexican and
this is how I was raised, even though the cultures are different and some of them are the same,
the Philippines was conquered by the Spaniards."
Some Tagalog does sound like Spanish, how to say how are you is "Kamusta ka" whereas
in Spanish is "Como estas." So, it's kind of similar but it's still very different in like the food or,
even just like, I don't know, just like how we live, I don't know how to describe it, but it's
different. Just like sharing those experiences makes people want to learn and then they keep
asking me more questions or like we stayed after class that day and they were like, "Oh, well
what about this?" " What about this?" "What about language?" "What about religion?" What
about, like X, Y and Z?" and so I have to like explain that but I think because I've never really
had those experiences in high school, it made me, I don't know like excited to talk about it in my
undergrad or even in my graduate program, and to actually be able to share my story because I
feel like when we talk about race and ethnicity, it's always a one race story or I guess like an
assumption about race when it's different for me. I always felt like no story really represents me
because I have multiple stories.
This semester I took a class on race and education and we were talking about multiethnic
identities and so actually talking about my negative experiences or how I grew up and how there
wasn't really, I guess an idol for me to look up to, that made people realize that, that it is a thing,
you know, or learning about how there's no research on biracial or multiethnic students in Higher
Ed. Mostly sharing my story of who I am to people who are not aware.
I remember, so since I went to Eastwood
1
and then I am at Ridgeview
2
, I went to the
football game and so I was wearing both, I was wearing my Ridgeview shirt and I was wearing
my Eastwood hat and I remember I went to the game and I was sitting in the Ridgeview side and
everyone was so confused and I made up a little joke and I said, "Well, if I'm bi-cultural, I could
be bi-institutional, I'm half Mexican, half Filipino, I could be half Ridgeview, half Eastwood"
and I remember there was a white guy sitting behind me and he was like, "Shut up, I don't give a
fuck about your culture," and I remember when he told me that I was so angry and I said
"You're being really racist right now," and he said, "You are making this about race", and I
remember telling him, "You made it about race as soon as you told me, I don't give a fuck about
your culture, it's not OK for you to say that about just regarding what I'm wearing, I'm not
1
Eastwood, Pseudonym name for first university mentioned to avoid disclosing identifiable information
2
Ridgeview, Pseudonym name for second university mentioned to avoid disclosing identifiable information
EXPERIENCES OF MULTIETHNIC LATINAS 179
wearing anything about my race, but I just made a little analogy about how it's OK to be both,
like you don't have to be one or the other." I remember him saying that I was making a big deal
about this and that he wasn't racist that he was trying to say like, "I'm not racist,” to everyone
because they heard what he said, but I remember telling him, "Just please stop talking to me I
just don't want to talk to you anymore." But throughout the whole game he would go behind my
ear and whisper like, "Oh, like I guess Filipino lives matter, or you know, what? I guess Mexican
lives matter, or their lives don't matter." I remember my friends were telling him to shut up. They
were telling him like, "Please be quiet, we're going to call security," and he just kept saying, "All
lives matter, all lives matter,” just trying to get me mad. I was just so upset at this point because
I'm in a graduate degree now, I've gone through things in the past, like in high school or in
college with people judging me for what I look like or for my race and ethnicity, but it's like I am
in my graduate program. I just got tired of the fact that I kept having to explain myself and even
if it's something as silly as, OK, I was wearing different, like opposite school gear, it still hurt me
because the fact that I related it to my culture and people didn't take that well that got me angry.
This just happened like a month ago. But I think that's one of the most recent and just like very
like angry experiences that I went through because it's sad to see that people make it such a big
deal when it's not, it shouldn't be black or white. It shouldn't be you know, Eastwood,
Ridgeview, it's OK to be both.
So, in high school most of the time, so I looked more Asian than Mexican, so most of the
time, I would have people in my classes that would try to speak Asian languages without even
knowing the language, but they would just make fun of me by pretending to say things and they
would mostly call me Chinese and I'm like, "I'm not Chinese, I'm Filipino." They didn't
understand what being Filipino was but even then I would also try to defend myself and say,
"Well I'm not only Asian, I'm also Mexican," and that's something that they didn't understand
just because maybe I didn't speak Spanish as well as they did that they thought that I didn't
understand it but I do, you know? So, it was trying to make them accept me or trying to, I also
think that I would try to say, "Well I'm also Mexican, " and try to defend being Mexican because
they were also like Latinos. So, I was like, "Well I am Mexican too?" I wanted to be also like a
part of them, but I knew that I wasn't so just constantly explaining that to them, like "I'm also
Mexican or I am both," because they would also, they would just always assume, "Oh, because
she's Asian, she's Chinese or she's this or she's that," just assumptions about Asian people.
I would have to explain that to them or whenever it was like, or they would do the Asian
American and Pacific islander, they'd have like those events at school. Teachers and principals
would always make me participate because I was, and I think that would get me angry because I
didn't want to, I didn't volunteer. But I always felt I had to be that representative of that culture
because there was none in the community that I grew up in. So, I remember when I was in
middle school I had to dress up in Filipino like attire from back in the day and I had to parade
around and do a dance and I remember I didn't want to do it because I was so embarrassed. I was
in middle school, I didn't want to be a part of that, you know, like I wanted to be cool like my
friends and I remember they kind of forced me to do it and so I was so embarrassed wearing that
around and I was like, well, I don't want to be the representative of my culture. It's OK to want to
celebrate it but don't force me to if I don't want to do it, you know. That was like another
experience that I was just kind of annoyed at. I was always that one person like go to person
when it came to the API community.
I feel like it was less in undergrad only because, I only lived there my first year and then
my last three years I was commuting so I didn't feel as attached to the school as I did my first
EXPERIENCES OF MULTIETHNIC LATINAS 180
year. So, like my last three years there, it was just school, work, school. work, I didn't really try
to get involved with organizations or clubs and things like that. But I do feel like my identity was
more appreciated in my Chicana/o studies classes just because we would talk about you know,
different identities and accepting different identities for what they are, that I felt comfortable and
I didn't feel like I didn't have any negative experiences because of my identity.
I feel with my dad, because I am a girl, I feel that in my Mexican culture, like I'm
expected to do things for him or for the house and because I'm the youngest, I'm expected to be
the person to take care of my parents in the future when they get older. So, growing up I was
always the one washing the dishes, doing the laundry, ironing their clothes and I feel that even
now my dad expects me to do those things without my other siblings doing it because they're
older and they can do whatever they want, but because I'm the youngest girl, they want me to
take care of them. My dad wants me to once I get a husband, he wants me to look after my
husband, he wants to continue to pass on that tradition.
Whereas my mom, I think it's a little bit different in the Philippines. My mom grew up,
she did grow up very conservative. So, like for her, it's OK with the females, being in charge.
She left her home country so it's OK for me to go out and do something that I haven't done
before, especially with like education or careers. She supports that because she did it, but she's
still very conservative when it comes to like having a boyfriend and things like that. My mom
didn't get married, she didn't have a boyfriend until she met my dad. So, she was already 21. So,
I remember growing up and my mom was like "No boyfriends ever." Whereas in my Mexican
culture, all my tias were like "Oh, when are you going to have a baby?" And I'm like "I'm 16, 17
years old, I don't want to get pregnant right now." So, I think that's how the cultures were very
different and it was kind of hard navigating it but I think both my parents were on the same page
of like, "No, like her education comes first, no family for her yet," or they kind of had to I guess
cooperate and see there are different values and what they want for their children for the future
just because they were so different.
EXPERIENCES OF MULTIETHNIC LATINAS 181
Appendix B
Interview Protocol and Interview Questions
Interviewer:
Good afternoon, my name is Carla Camacho and I will be your interviewer today. Thank
you for taking the time to be part of this study, I greatly appreciate it. Before we began, I would
like to provide you with a brief summary about the purpose of this interview and study.
The purpose of this study is to explore the personal stories and lived educational
experiences of multiethnic Latinas who have successfully traverse the educational pipeline and
attained a baccalaureate and post-baccalaureate degrees. The results of this interview will
contribute to expand the limited research that has been conducted on multiethnic Latinas and
their educational success.
The primary components of this study include an initial interview and a follow-up
interview. With your consent, you will first be asked to participate in an audio-taped interview
that will last around an hour. Once all interviews have been collected, I will follow-up with you
via phone with questions for clarification. The reason for this, is to ensure that your responds
are accurately being represented. The initial interview will take place outside of your work
environment and per your availability.
To protect your anonymity and confidentiality, I will ask you to choose a pseudonym at
the beginning of the study. I will use your pseudonym during the study and in all written
documents generated from the study. In addition, I will do my best to remove any and all
individual identifiers which might make it possible for readers of my study to identify you.
Although these protective measures will be taken it is still important to point out that there is a
slight chance that a reader will be able to identity you. Throughout the study I will be the only
one collecting data. In addition, you are free to deny participation, or to withdraw from
participation during any stage of the interviewing process. More importantly, you have the right
to refuse to answer any question during the interview. I also want to ask for your permission to
record the interview, will that be okay with you? Do you have any questions or concerns before
we begin? Do you verbally consent to participating in this study?
Testimonio (Interview) Questions
1. Please tell me about yourself
2. Tell me about your parents, family?
3. How do you define education? How do your parents define education?
4. What were the values that your parents instilled in you?
EXPERIENCES OF MULTIETHNIC LATINAS 182
5. Overall, how would you describe your educational experiences in primary and secondary
school?
a. What aspects of your education were particularly positive?
b. If you had any negative experiences, can you describe what they were?
6. Describe your educational experiences while pursuing your baccalaureate and or graduate
degree?
a. What aspects of your education were particularly positive?
b. If you had any negative experiences, can you describe what they were?
7. What resources and support systems do you think significantly impacted your educational
success?
8. What elicit your decision to pursue a graduate degree?
9. Could you describe how your graduate degree has impacted your future career and family?
10. When you think about challenges you surpassed while navigating institutions of higher
learning and graduate programs, do any experiences come to mind?
a. How so? Can you please explain?
11. When you think about your multiethnic identity, do any stories or experiences come to
mind?
a. How so? Can you please explain?
Thank you for your time.
EXPERIENCES OF MULTIETHNIC LATINAS 183
Appendix C
Recruitment Letter
Dear Participant,
My name is Carla Camacho, and I am a doctoral student in the Rossier School of
Education at the University of Southern California. I am conducting a study on the educational
experiences of multiethnic Latinas who pursued or attained education beyond a baccalaureate
degree. You are being asked to participate in this research study because you have been
identified as meeting the specific criteria of: 1) born in the United States 2) navigating one or
two Latino heritages 3) attainment of a bachelor’s degree/master’s degree or enrollment in a
graduate school educational program 4) identifies as both multiethnic and Latina. The primary
components of this study include a one-hour interview, and a follow-interview via phone. If you
agree to participate, you will be given more detailed information prior to the beginning of the
study.
Please keep in mind that it is possible that some of the questions and memories may make
you feel uncomfortable. You will be free to decline to answer any questions you do not wish to
answer, or to stop participation at any time. Records will be kept as confidential as possible, and
pseudonyms will be used. If you have any questions about the research study, you may contact
me at cxcamach@usc.edu.
Sincerely,
Carla Camacho
Abstract (if available)
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Asset Metadata
Creator
Camacho, Carla Xiomara
(author)
Core Title
Exploring the personal stories and lived educational experiences of multiethnic Latinas: testimonios of educational success
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
10/19/2018
Defense Date
06/04/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
educational pipeline,educational success,lived educational experiences,multiethnic Latinas,OAI-PMH Harvest,testimonios
Format
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(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Green, Alan (
committee chair
), Hinga, Briana (
committee chair
), Zaragoza-Petty, Alma (
committee member
)
Creator Email
carla.camacho.25@my.csun.edu,cxcamach@usc.edu
Permanent Link (DOI)
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etd-CamachoCar-6897.pdf (filename),usctheses-c89-85986 (legacy record id)
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Camacho, Carla Xiomara
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Tags
educational pipeline
educational success
lived educational experiences
multiethnic Latinas
testimonios