Learning From Our Mentors: Latina Graduate Students' Navigation of Graduate School Process

• In Event: The Pathways of Latina/Chicana Doctoras, From Graduate School to the Professoriate

Abstract

While college choice processes for undergraduate education has been previously examined (Acevedo-Gil, 2017; Hossler & Gallagher, 1987; Perna & Smart, 2006), limited scholarship addresses the graduate school process for students of color, in particular Latina/o/x graduate students (Espino, 2016; Garcia & Mireles-Rios, 2020; Salinas & Valle, 2018). Recent studies on Latina graduate school choice found that family, location, influence of faculty, finances and campus climate play important roles in shaping graduate school experiences for Latinas (Hurtado, et al, 2016; Ramirez, 2011, 2013). Despite this recent research, little is known about how the preparation, desire to pursue graduate school and application and selection process is shaped for Latinas. This national qualitative study brings attention to Latina students’ transition to a doctoral degree and the critical role of mentorship provided by women of color faculty at the undergraduate level.

Using Stanton-Salazar’s (2011) framework of institutional agents, the study explores how women of color faculty shape the experiences of Latinas during undergraduate education by helping them prepare for graduate school and helping them navigate the graduate school choice process. As faculty, women of color assert their role as power brokers who set the example for younger Latinas and provide the support needed to see themselves as researchers. Data for this paper comes from 13 individual interviews with Latina Ph.D. students in the social science programs across the country. The interviews ranged between 60- 90 minutes and were completed via phone and Zoom. All interviews were audio-recorded with participants’ permission and transcribed for accuracy.

Findings reveal the critical role that women faculty of color, primarily Latina faculty, played in developing Latinas as researchers during their undergraduate experience. Faculty served as institutional agents by training and preparing Latinas along their academic career. This early training allowed Latinas to be competitive for admissions and for prestigious fellowships. Faculty also advocated for Latinas to get into graduate school by using their personal networks to connect them with doctoral faculty. Finally, faculty served as validating agents that impact the confidence and positive mentoring experience. This study illuminates the impact that women faculty mentors have on the experiences of Latina graduate students and the need to recognize the efforts of women of color in the academy.

Authors

• Janette Mariscal, California State University - Long Beach

• Andrea Mozqueda, Claremont Graduate University

• Adaly Reyes Martinez, Pomona College

• Eligio Martinez, California State Polytechnic University - Pomona