"¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)": Chicanos/Latinos(as) Navigating Challenges and Inequalities During Their First Year of Graduate School

Autor/in	Ramirez, Elvia
Titel	"¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)": Chicanos/Latinos(as) Navigating Challenges and Inequalities During Their First Year of Graduate School
Quelle	In: Equity & Excellence in Education, 47 (2014) 2, S.167-186 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.900394
Schlagwörter	Interviews; Qualitative Research; Graduate Students; Doctoral Programs; Social Isolation; Alienation; Hispanic American Students; Race; Social Class; Gender Differences; Sex Fairness; Aggression; Power Structure; Educational Experience + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Soziale Isolation; Entfremdung; Hispanic; Hispanic Americans; Hispanoamerikaner; Schüler; Schülerin; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; Sexualaufklärung; Bildungserfahrung
Abstract	Based on in-depth qualitative interviews, this study analyzed the challenges and structural inequities that Chicanos/Latinos(as) encountered and resisted during their first year of graduate school. Grounded in intersectionality theory, this study analyzed how race, class, and gender inequalities that are embedded in the graduate schooling process impinged on first-year Chicano/Latino(a) doctoral students. Findings reveal that academic transition challenges; isolation and alienation; clashes with traditional academic culture and the graduate school curriculum; and racist, sexist, and classist microaggressions constituted the most salient hurdles for Chicanos/Latinos(as) as they transitioned into graduate study. Respondents, however, challenged these structural inequalities through their deployment of various resistance strategies. Overall, the study underscores the importance of both analyzing the first-year doctoral education experience of Chicanos/Latinos(as) and utilizing intersectionality theory for analyzing Chicanos/Latinos(as)' educational experiences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10