Engaging With Identities to Mentor Latina/o Scholars: Nepantleras/os of Faculty Pathways Using Community Cultural Wealth

• In Event: 52.019 - Mentoring Scholars: Black and Latino Faculty

Abstract

This paper examined how a professional development program and mentoring network established by and for Latina/o graduate students prepares them for faculty positions. In order to bridge, Dawson’s (2014) mentoring model framework and community cultural wealth, the theory of nepantla is used. This qualitative case study utilized critical race grounded theory as a methodological framework. Furthermore, cultural intuition was central to the conceptualization and development of this study. Data derived from 28 surveys with program participants, ethnographic field notes, and focus group interviews with six program leaders. Data was analyzed inductively to allow participant experiences to shape findings. The paper finds organizers foster a program that engages the community cultural wealth of participants and transmits cultural capital.

Authors

• Nancy Acevedo-Gil, California State University - San Bernardino

• Yanira Madrigal-Garcia, University of California - Davis