The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students – an inspiration and guidance to those aspiring to the doctorate.
Jeanett Castellanos, Ph.D. is Associate Dean of Undergraduate Studies and Professor of Teaching at the University of California, Irvine in the School of Social Sciences. Her areas of research include BIPOC student coping and persistence, cultural values and identity, and well-being. Nationally, Dr. Castellanos is the recipient of the 2020 APA Division 45 (Society for the Psychological Study of Culture, Ethnicity, and Race) Distinguished Career in Service Award, the APA Division 12 (Clinical Psychology) Samuel M. Turner Mentorship Award, the 2012 NLPA Star Vega Community Service Award, and 2012 AAHEE Outstanding Support of Hispanics in Higher Education.
Alberta M. Gloria is a full professor at the University of Wisconsin-Madison.
Mark Kamimura is a doctoral student at the University of Michigan, Ann Arbor.
Table of Contents
Foreword—Melba Vasquez, Ph.D. Foreword—Hector Garza, Ph.D. Book overview and theory structure—Alberta M. Gloria, Jeanett Castellanos, and Mark Kamimura El Camino Recorrido / The Road Traveled. K-8-Patricia D. Quijada High school—Milton Fuentes Latinos and community colleges. A pathway to graduate studies?—Alfredo de los Santos and Gerardo E. de los Santos League of Innovation in the Community College. An assessment of Hispanic students in four-year institutions of higher education—Amaury Nora, Libby Barlow and Gloria Crisp Masters degree—Mark Clark; Navegando el Camino / Navigating the Roadway. The Latina/o Ph.D. pipeline. A case of historical & contemporary underrepresentation—Frances Contreras and Patricia Gándara Latinas and the doctorate. The “status” of attainment and experience from the margin—Tara Watford, Martha A. Rivas, Rebeca Burciaga, Daniel Solorzano Bridging two worlds. Academia and Latina/o identity—Vasti Torres Differences and similarities. Latina and Latino doctoral students navigating the gender divide—Aída Hurtado and Mrinal Sinha Graduate student experience. A PCS perspective—Alberta M. Gloria and Jeanett Castellanos Aprendiendo de los Pasajeros / Learning from the Passengers. Enculturation to being a doctoral student—Mark Kamimura Manteniendo nuestra cultura (Sustaining our culture). Cultural and social adjustments of Latina/os in doctoral programs—Rocio Rosales Maintaining a strong Latino identity while balancing trails—Raul Ramirez; Creating and maintaining family—Theresa Segura-Herrera Juggling intellectuality and Latino masculinity. La calle, mi familia y la escuela—Claudio Vera Sanchez The brown diamond—Marisa Garcia Collegial alliances? Exploring one Chicano’s perspective on mentoring into research and academia—David Alberto Quijada Being Latina and ABD. Cuando terminas mujer?! (When will you finish?!)—Petra Guerra Conclusions/integrating of doctoral process—Alberta M. Gloria, Jeanett Castellanos, and Mark Kamimura
