My Journey as a Latina Immigrant Junior Faculty of a Hispanic-Serving Institution: Challenges, Advantages, and Learning

• In Event: Pathways to Success in Academia: Experiences of Women of Color in a College of Education

Abstract

Purpose:
My aim for this presentation is to share my challenges and advantages lived as a Latina Immigrant while becoming a university faculty of a Hispanic Serving Institution (HSI), as well as my learning due to the experiences during my journey. In this presentation, I present an analysis of the negotiations I am making on topics such as family, culture, language, and personal decisions; as well as the strategies I am utilizing to navigate in my journey as junior Latina immigrant faculty.

Framework
The Latina Critical Theory (LatCrit) is the theoretical framework that I choose to utilize for the analysis of my story as Immigrant Latina junior Faculty. LatCrit “LatCrit is a theory that elucidates Latinas/Latinos’ multidimensional identities and can address the intersectionality of racism, sexism, classism, and other forms of oppression” (Solorzano & Delgado Bernal, 2001, p 312). Therefore on this theory I present my journey identifying the multiple identities and the negotiations I am constantly dealing with while being a Latina immigrant junior faculty in a higher education institution in the United States.

Methods:
For my story, in this presentation, I will use the methodology of analytic autoethnography (Anderson, 2006). To elaborate my story I am using the “key” elements of an analytic autoethnography as proposed by Anderson(2006): “1) complete member researcher status, 2) analytic reflexivity, 3) narrative visibility of the researcher’s self, 4) dialogue with informants beyond the self, and 5) commitment to theoretical analysis” (p. 378). Obviously, I am a full and active member of my own story. Throughout my story I reflect on how the journey has impacted me in both my professional and personal dimensions. In my story, I am using data from different sources to elaborate my story. I will present my autoethnography using the storytelling strategy.

Data sources, evidence, objects, or materials
Being an analytic autoethnography, data sources and materials include reflection on events during the past 15 years as immigrant, dialogue with colleagues, examination of the P&T documents required from my institution, personal communication with family and friends, and other materials such as post cards, pictures, etc related to my journey.

Conclusions:
This analytic autoethnography helps me to understand my complex position as a Latina Immigrant junior faculty managing multiple roles and responsibilities. In addition, this autoethnography help me realize or be aware of the acculturation and adaptation processes I have been going through in both my personal and professional life.

Significance of the study:
Sharing my journey as Latina Immigrant junior faculty can help other women with similar characteristics that are entering the academy. In my analysis, I am suggesting ways that academy may utilize to support women of color in their journey faculty.

Author

• Lida J. Uribe-Flórez, New Mexico State University