“Mi Hija, La Independiente”: Latina Mothers and their Commitment toward Independencia for their Daughters

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 19: Redefining Belonging and Opportunity: Race, Identity, and Educational Access Across Borders

Abstract

This paper examines the college application and decision-making process of 12 Latina immigrant mothers and 15 first-generation, low-income Latina daughters through a 2-year qualitative, longitudinal study. I investigate two research questions: 1) how do Latina mothers and daughters redefine traditional notions of independence and interdependence in their college-going journeys?, and 2) how do culturally-constructed notions of independence guide familial support strategies amongst Latinx families?

The study introduces "independencia" as a race-gendered principle reflecting how Latinas pursue self-reliance, de-emphasize male partners for financial stability, and exercise autonomy, with higher education as a key component. Unlike traditional U.S. notions of independence, independencia views the journey toward self-autonomy as a collective process that reimagines Latinas' familial roles and does not entail familial separation. Immigrant familial histories and experiences of discrimination mobilize Latina mothers to protect their daughters' independencia by disrupting traditional gender expectations. Strategies include creating distance from family members upholding traditional roles, seeking positive Latina role models, and prioritizing daughters' student role.

While empowering, independencia's emphasis on self-reliance can lead to gendered differences in parental involvement. Daughters often experience more parental deference in college-related decisions than sons, partly due to internalizing struggles to reduce familial stress. This has implications for FLI Latinas' mental health during the college transition where the normalization of lessening worry as a form of care is highly likely to continue.

Ultimately, I challenge dichotomous notions of independence/interdependence, highlighting evolving gender roles in Latinx families as higher education shapes distinct futures for working-class Latina daughters. It also examines how expectations of care work and family commitment still exist, yet permeate in distinct forms through internalized guilt and worry. While focused on FLI Latina daughters and mothers, independencia as a theory of gendered resistance can be explored among other multiply-marginalized groups breaking cycles of social reproduction.

Author

• Leslie Patricia Luqueño, Stanford University