Navigating the University as Nepantleras: The College Transition Experiences of Chicana/Latina Undergraduate Students

Autor/inn/en	Ramirez, Brianna R.; Puente, Mayra; Contreras, Frances
Titel	Navigating the University as Nepantleras: The College Transition Experiences of Chicana/Latina Undergraduate Students
Quelle	In: Journal of Diversity in Higher Education, 16 (2023) 5, S.619-631 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez, Brianna R.) ORCID (Puente, Mayra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000463
Schlagwörter	Student Adjustment; Student Experience; Hispanic American Students; Females; Undergraduate Students; Transitional Programs; Summer Programs; First Generation College Students; Self Concept; Student Attitudes; California + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung; Hispanic; Hispanic Americans; Hispanoamerikaner; Weibliches Geschlecht; Sommerkurs; Selbstkonzept; Schülerverhalten; Kalifornien
Abstract	Chicana/Latina undergraduate students represent a significant and growing proportion of student enrollment in higher education institutions in the United States, particularly in states like California that have critical masses of Chicanx/Latinx communities. Despite their increasing enrollment rates, Chicana/Latina college students continue to experience racial/ethnic and gendered isolation, academic and culture shock, feelings of imposter syndrome, and a lack of belonging at the university. This article applied Anzaldúa's theoretical concept of nepantla to the college transition experiences of 18 Chicana/Latina mujeres who participated in a Summer Bridge program at a research-intensive, public 4-year university in Southern California. Through interview and focus group data, we found that Chicana/Latina students were constantly negotiating their racial and gendered identities with their new college student identities. The clash between their former realities and new realities positioned them as atravesadas within a university context that questioned their aptitude for higher education, which detrimentally impacted their perception of themselves as students. The fusing of their old and new realities led the Chicana/Latina students in our study to form a new, complex, and informed reality that emerged from their old and new worlds on their own terms and through their own understanding of collegiate success. Given these mujer-centered findings, this article challenges the linearity and assimilationist undertones of leading college transition frameworks and models that are unfit to explain the ongoing transition experiences of Chicanas/Latinas. Further, this article advances an understanding of the transition to college for Chicana/Latina students that is mujer-centered, multidimensional, and fluid. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01