Examining Intersectionality, Resilience, and Sense of Belonging in Latina Students at an HSI

• In Event: Stories of Belonging and Persistence: Latine Students’ Connection at HSIs, Relationships and Counter-Narratives

Abstract

Background & Purpose
This study focuses on intersectional experiences of Latina daughters of immigrants attending a Hispanic-Serving Institution (HSI) in the Southwest. We explored gendered expectations, familial obligations, and the role of family in shaping both the resilience and sense of belonging of these students (Author et al., 2022). By using intersectionality as a lens (Crenshaw, 1991) as well as community cultural wealth framework (Yosso, 2005), this project aims to understand how Latinas in higher education handle competing expectations like academic achievement versus familial obligations. Additionally, the context of this study is important as it takes place at an HSI–institutions with an enrollment of 25% or more students who identify as Hispanic/Latine. Thus, we are also guided by intersectional servingness (Garcia & Cuellar, 2023).

Theoretical Framework & Methods
We draw from a larger study consisting of longitudinal interviews with a cohort of 10 Latina students who were a part of a Latina mentorship program and that were interviewed across the timespan of four years (Author et al., 2021; 2022). Participants were interviewed about their personal and academic identities, their engagement with mentors, and their campus belonging. Through narrative analysis, this study aims to contribute to a better understanding of the resilience in Latina students and show how certain factors can mitigate or hinder their connectedness to the institution they attend.

Preliminary Findings
Participants viewed familial obligation as both motivators and stressors. For example, August shared the following about juggling multiple responsibilities from home and school:

During the semester it was kind of like, I'm not going to make it, this is it for me, but, um, I think now I look back and I can say, if I can go through all of that and still pass, I think I'll be okay.

Findings also show that the Latina mentorship program cultivated a sense of belonging and boosted resilience. Daisy shared the following when asked to describe the program:

The fact that we were able to see different role models, that helped push me through. You know, I knew I was on the right path because I kept seeing all of yall [mentors]. So I was like, "yeah, I can do this too. Let's go." …it was motivation more than anything. And I think that's one of the biggest things you need in order to actually finish something strong.

Scholarly Significance and Implications
This research is important because it will expand knowledge on intersectionality of Latinas by centering around both immigration status and daughters’ unique roles in families. There has been a rise in Latina students in college (Author et al., 2022) and institutions should be responsive to these changes. Enrolling students is not enough when institutions fail to properly accommodate for different cultural backgrounds which can harm students’ trajectories and makes graduation less attainable (Garcia et al., 2019). More research is needed to create a learning environment for Latina students to feel supported in their journey and feel a sense of belonging in the institutions they attend.

Authors

• Dania Cruz-Jimenez, The University of Arizona

• Ruth María López, University of Arizona