Co-Constructing a Path to Doctoral Admission Through Pláticas

• In Event: Differences Between Developing and Enacting Equitable Policy: Understanding the Role of Positionality

Abstract

Through the lens of Anzaldúa’s (1987, 1999) borderland theory, we explore our experiences as two Chicana/Latine*, non-traditional students who created a knowledge base for admission into Education Ph.D. programs through hallway pláticas/chats. These exchanges were complicated by our professional roles within the same university, making us outsiders from within. In presenting these narratives, we provide voice and witness to prospective Latine doctoral students trying to enter academia by centering the experiences of marginalized students and identifying the specific obstacles we face. Secondly, we offer vital information to institutions who have the power to create more equitable and accessible admission practices through the interrogation and analysis of our own institutional process and its inherent inequities.

Authors

• Erika Nunez, Texas Tech University
  Presenting Author

• Rosa Rodriguez, Texas Tech University
  Presenting Author