This article focuses on the educational journeys of two Chicana doctoral students born and raised along the U.S.–Mexico border. These scholars analyze how the intersection of their multiple identities, specifically border identities, has informed their socialization into the academy. Specifically, the authors use a combination of autohistoria, platica, and reflexión to theorize their doctoral experiences and examine how the concept of Home manifests in their research and praxis as graduate students.
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