Open AccessLatina Educational Trajectories to the Academy
Author(s) -
Magdalena Martínez
Publication year - 2019
Publication title -
journal of transformative leadership and policy studies
Language(s) - English
Resource type - Journals
eISSN - 2331-9437
pISSN - 2151-5735
DOI - 10.36851/jtlps.v8i1.1918
Subject(s) - mentorship , critical race theory , situated , race (biology) , asset (computer security) , racism , sociology , intersectionality , pedagogy , critical theory , gender studies , political science , public relations , medical education , medicine , computer security , artificial intelligence , law , computer science
In this article, I examine three Latinas’ early educational experiences, key individuals who shaped their academic paths, their mentorship influences, and the policies and programs that propelled them to complete their doctoral studies. I offer an in-depth analysis, situated in Latinx critical theory (LaCrit) and Chicana feminist theory, of a group of Latinas in the academy, the individuals, education policies, and institutional resources that shaped that their trajectories. I discuss two findings that emerged in their early and doctoral education experiences: the role of education policies and programs as experienced by them, and how race and racism intersected with their educational trajectory. I offer two recommendations to improve pathways for Latina doctoral students: continued advocacy for education policies that widen opportunities and implementation of asset-based mentoring programs.