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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...15 Hits 21 – 40 of 288 21 Building Bridges Not Walls: An Exploratory Study of Student Involvement and African American Student Retention at Community Colleges Hernandez-Stevenson, Brittney Rasjan In: Dissertations (2021) BASE Show details 22 Raising Cross-Cultural Awareness among the Undergraduates through Intentional Design in a Culture Course in the US—An Exploratory Mixed-Methods Experimental Design Wang, Hua In: Dissertations (2021) BASE Show details 23 Using Online Genres to Promote Students’ Audience Awareness Taylor, Elena In: Journal on Empowering Teaching Excellence (2021) BASE Show details 24 Taking into Account Interpersonal Aspects of Teacher Feedback: Principles of Responding to Student Writing (Republication) Shvidko, Elena In: Journal on Empowering Teaching Excellence (2021) BASE Show details 25 Developing and Validating the Student Assessment-Based Feedback Literacy (SAFL) Instrument: A Mixed-Methods Approach Liao, Yiyu In: Open Access Theses & Dissertations (2021) BASE Show details 26 Rewriting The Graduate Experience: A Study of The Writing Experiences of University of Texas at El Paso Graduate Students Across Disciplines Wilhite, Jennifer L In: Open Access Theses & Dissertations (2021) BASE Show details 27 ¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution Acevedo, Flor del Rocio In: Open Access Theses & Dissertations (2021) 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. 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 URL: https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=4381&context=open_etd https://scholarworks.utep.edu/open_etd/3382 BASE Hide details 28 Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy Hercules, Jessica In: All Graduate Plan B and other Reports (2021) BASE Show details 29 A Case Study: How Do We Compensate Minoritized Social Justice Authors and Still Use an Open License? Casper, Bob; Johnson, Federick; Anderson, Keith L. In: CTL Teaching Gallery (2020) BASE Show details 30 Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States Araujo, Lourdes In: Dissertations (2020) BASE Show details 31 Teachers and Research Practices: Perspectives from English Language Educators in a Philippine University Tarrayo, Veronico N.; Hernandez, Philippe Jose S.; Claustro, Judith Ma. Angelica S. In: Australian Journal of Teacher Education (2020) BASE Show details 32 The Solution Room: How a Series of Workshops can Help Students Define Answers for Some of Their Issues on Campus Lamar, Kelby J In: Curriculum Studies Summer Collaborative (2020) BASE Show details 33 The Theoretically Ideal Curriculum Statement: Reflections of a Curriculum Student Norbert, Elisha In: Curriculum Studies Summer Collaborative (2020) BASE Show details 34 Speculative Essays as a Form of Curriculum Inquiry Alhawsali, Abdulrahman Fatehalla Ali; Burns, Kelly; Schmidt, Gregory... In: Curriculum Studies Summer Collaborative (2020) BASE Show details 35 (Post) Fairy Tales and the Glass Coffin: Why Curriculum Studies, the Humanities and Literature Matters Doll, Mary In: Curriculum Studies Summer Collaborative (2020) BASE Show details 36 Language, Culture, Identity, and Power: Intercultural Learning/Teaching in China, Costa Rica, Mexico, and the United States Shannon-Baker, Peggy; King Miller, Beverly A; He, Ming Fang... In: Curriculum Studies Summer Collaborative (2020) BASE Show details 37 Pushing Methodological Boundaries by Encouraging Students to Use Their Languages in the Classroom Jensen, Erin In: Curriculum Studies Summer Collaborative (2020) BASE Show details 38 Transgender Advocacy in K12 and Post-Secondary Environments Robertson, Phyllis K, Dr.; Bass, Alex G, Mr.; Gulley, Yancey N, Dr. In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2020) BASE Show details 39 "Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School Howard, Clara Jean, PhD In: All Theses & Dissertations (2020) BASE Show details 40 Music Education in a Liquid Social World: The Nuances of Teaching with Students of Immigrant and Refugee Backgrounds Ocádiz Velázquez, Gabriela In: Electronic Thesis and Dissertation Repository (2020) BASE Show details Page: 1 2 3 4 5 6...15

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