The Lived Experiences of Latina Doctoral Students

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

Abstract

In comparison to other racial populations, Latinas have one of the lowest rates of graduate degree attainment in the United States (Santiago, Galdeano, & Taylor, 2015). Post-secondary degree attainment for Latinas is vital because statistics show an undeniable relationship between degree attainment and income level. To ensure the economic welfare of Latinas, Latinas must persist through university degree programs to earn a graduate degree eventually. In 2015, 1.9 million baccalaureate degrees were conferred in the United States, of which 12% were conferred to Latina/o students, and only 9% were master-level and doctoral-level degrees conferred (Council for Exceptional Children, 2015). A closer look at recent data shows Latina students have lower graduate degree completion rates than their White female counterparts (U.S. Census Bureau, 2019). These students experience barriers in graduate school that could discourage them from pursuing graduate degrees, which impedes Latinas from accessing and thriving in the labor market (Castellanos Jones, & Ibarra, 2003). For the purposes of this paper, it will focus on the lived experiences of Latina doctoral students. Although enrollment numbers have increased, Latinas continue to hold one of the lowest figures of doctoral degree attainment compared to other racial and ethnic groups. The Council of Graduate School (2005) noted the importance of doctoral education as a pathway for innovative concepts in diverse fields. The integral reason for doctoral education is designing, developing, and disseminating new ideas and scholarly thought.

The literature lacks in terms of outlining the needs of Latinas navigating the educational pathway for successful completion of a graduate degree, specifically a doctoral degree. Using the Latino Critical Race Theory (LatCrit) and a qualitative design anchored through Moustakas’ (1994) phenomenological methodology approach, the theoretical framework illustrates the overlap of discrimination, such as racism, sexism, and classism, which provide a foundation to the Latina student’s experience with a doctoral degree. The paper explores the lived experiences of 10 Latinas with a doctoral degree within the United States and uses a qualitative design anchored through the phenomenological approach and reinforces the themes the participants discuss: 1) social identity, 2) capital, and 3) institutional barriers, which shaped the Latinas’ successful attainment of doctoral degrees. The use of (LatCrit) and phenomenology provides the discovery of the lived experiences of Latinas who have earned a doctoral degree to enable scholars to understand more broadly the condition of being a Latina earning a doctoral degree.
This study is significant as it will contribute literature to the field.

There is extensive research for undergraduate students (Hernandez, 2002; Hurtado, Carter, & Spuler, 1996; Pascarella & Terenzini, 1991, 1993; Tinto & Goodsell, 1994; Torres, 2004), which have led to universities developing efforts and initiatives to support the undergraduate-level experiences. However, this is lacking for graduate students, specifically Latina doctoral students. Thus, this paper emphasizes the significance of this work will be vital to the field.

Author

• Andréa D. Rodriguez, Bill & Melinda Gates Foundation