"Get an Education in Case He Leaves You": "Consejos" for Mexican American Women PhDs

Autor/in	Espino, Michelle M.
Titel	"Get an Education in Case He Leaves You": "Consejos" for Mexican American Women PhDs
Quelle	In: Harvard Educational Review, 86 (2016) 2, S.183-205 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
DOI	10.17763/0017-8055.86.2.183
Schlagwörter	Mexican Americans; Females; Doctoral Degrees; Social Attitudes; Higher Education; Family Influence; Expectation; Educational Attainment; Resilience (Psychology); Social Bias; Cultural Influences; Racial Bias; Gender Bias; Feminism; Qualitative Research; Power Structure; Interviews; Personal Narratives; Arizona; California; Florida; Michigan; New York; Texas + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Weibliches Geschlecht; Doctoral degree; Doktorgrad; Social attidude; Soziale Einstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Expectancy; Erwartung; Bildungsabschluss; Bildungsgut; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus; Geschlechterstereotyp; Feminismus; Qualitative Forschung; Interviewing; Interviewtechnik; Erlebniserzählung; Kalifornien
Abstract	In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received "consejos", or nurturing advice, from parents and extended family members that simultaneously promoted educational attainment and raced-gendered heteronormativity as a means of survival within and resistance against cultural and societal constraints. Lessons learned from conflicting "consejos" later informed how the participants resisted racism and sexism they encountered in their professional careers. Reflecting a Chicana feminist perspective, the findings illustrate the various social, psychological, and cultural locations that participants (re)crossed in conceptualizing Mexican American womanhood in the United States. This study offers an opportunity to explore and interrogate the systems of oppression that affect Mexican American women and their educational advancement and adds to understandings about the complexities and constraints that Mexican American women encounter during their academic life course. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01