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Perceptual effects of formant enhancement with the factors of phonetic type, listening conditions and language experience of listeners
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Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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On the Juridical Relevance of the Phenomenological Notion of Person in Max Scheler and Edith Stein
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The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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Expériences migratoires de jeunes Ouest-Africains en France
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In: Voix Plurielles; Vol. 18 No. 1 (2021); 16-33 ; 1925-0614 (2021)
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Exploration of the Hollowness of the Modern Men in T.S. Eliot’s “The Hollow Men” (1925): An Analytical Approach
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 51-55 ; 1923-1563 ; 1923-1555 (2021)
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Adult English Language Learner Pathway to Literacy Initiative: Getting Learners to the Starting Line
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 51-74 ; 2373-8936 (2021)
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Motivation And The Young Writer: Reimagining John Dewey's Theory Of Experience
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In: Open Access Theses & Dissertations (2021)
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The Rhetorical Mediator: Understanding Agency In Indigenous Translation And Interpretation Through Indigenous Approaches To Ux
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In: Open Access Theses & Dissertations (2021)
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¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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Abstract:
The existing body of literature on Latinas has mostly been focused on the undergraduate student experience (Hernandez, 2002; Hurtado et al., 1996; Kena et al., 2016; Tinto & Goodsell, 1994; Torres, 2004). Additionally, despite the increasing participation of women in graduate education since the 1980s (Walker et al., 2008), Latinas have been and continue to be underrepresented in doctoral programs and the professorate (Myers, 2016). In spite of recent increases in enrollment, Latinas attained just 8.8 percent of the doctoral degrees awarded from 2018-2019 (National Center for Education Statistics, 2020). As Latinas are projected to account for a third of all women in the United States by the year 2060 (Gándara, 2015), it is crucial to understand their experiences in doctoral programs and how their presence in higher education can disrupt the continuous dissemination of dominant culture and knowledge that reinforces the inequalities and systemic barriers in academia. The purpose of this qualitative study was to explore the experiences of Latina doctoral students in STEM and non-STEM disciplines at a Hispanic Serving Institution (HSI) on the US-Mexico border. Through the use of Latino Critical Theory (LatCrit) (Solórzano & Delgado Bernal, 2001) as the conceptual framework, combined with Chicana Feminist Epistemology (Anzaldúa, 1987; Delgado Bernal, 1998), intersectionality (Crenshaw, 1989), and testimonios, (Solórzano & Delgado Bernal, 2001; Pérez Huber, 2009) the research explored the ways in which the intersections of gender, ethnicity, and race, amongst other salient identities, shape Latina women’s doctoral experiences and the support systems and coping strategies these women utilized during their doctoral study. The findings illustrate how a lack of cultural sensitivity in doctoral programs resulted in various challenges, including micro-aggressions, racism, and other biased behavior, compounded by poor mentorship, stress in balancing academia and home culture, imposter syndrome, and heartbreak. Nevertheless, through the participants’ own agency (Solórzano & Bernal, 2001) and various support systems, such as family, peers, faculty advisors, and mentors, the participants were able to navigate academia and persist through their programs. They used the experiential knowledge (Delgado Bernal, 2002) they gained as doctoral students to strengthen their voices, using their language and culture to resist and decentralize the normative hegemonic ideologies and practices that have been and continue to be detrimental to Women of Color and other minoritized groups. Ultimately, this study showcased the lived experiences of 14 Latina doctoral students from their own perspectives to inform future research, institutional practice and policy.
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Keyword:
and Multicultural Education; Bilingual; Doctoral Student; Higher Education Administration; Higher Education and Teaching; Latina; Mentorship; Multilingual; Student experience; Student Support; Testimonios; Women's Studies
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URL: https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=4381&context=open_etd https://scholarworks.utep.edu/open_etd/3382
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The Role of Translation in Multilingual User Experience
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In: Open Access Theses & Dissertations (2021)
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REASON, EXPERIENCE, AND LANGUAGE TO ACQUIRE KNOWLEDGE (IN WESTERN AND ISLAMIC PERSPECTIVES)
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 16, No 1 (2021): LiNGUA; 13 - 24 ; 2442-3823 ; 1693-4725 (2021)
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