Identity concepts that Chicana feminists have described as central to their developmental experience are not reflected in the traditional views of identity, feminist accounts of women’s identity, or ethnic identity theory. Chicana feminist Gloria Anzaldúa initially postulated that in the straddling of two cultures, a hybrid or mestiza identity is created. Recent research efforts conducted by Chicanas identify attitudes and behaviors characteristic of mestizas, yielding new details and information on Chicana identity formation.
Anzaldúa, G. E. (1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute Books.
2.
Anzaldúa, G. E. (1990). Introduction. In G. E. Anzaldúa (Ed.), Making face, making soul/haciendo caras: Creative and critical perspectives by women of color (pp. xv-xxviii). San Francisco: Aunt Lute Books.
3.
Anzaldúa, G. E. (2002). This bridge we call home: Radical visions for transformation. New York: Routledge.
4.
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Advances in theory, measurement, and applied research (pp. 17-37). Washington, DC: American Psychological Association.
5.
Berry, J. W., Trimble, J. E., & Olmedo, E. L. (1986). Assessment of acculturation. In W. Lonner & J. Berry (Eds.), Field methods in cross-cultural research (pp. 291-324). Newbury Park, CA: Sage.
6.
Buriel, R., & Saenz, E. (1980). Psychocultural characteristics of college-bound and non-college bound Chicanas. Journal of Social Psychology, 110, 245-251.
7.
Chacon, M. A., Cohen, E., & Strover, S. (1986). Chicanas and Chicanos: Barriers to progress in higher education. In M. A. Olivas (Ed.), Latino college students (pp. 296-323). New York: Teacher’s College Press.
8.
Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68, 555-579.
9.
Delgado Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. Qualitative Studies in Education, 47,(5), 623-639.
10.
de los Santos, E. (1998). The formation of identity in high-achieving Mexican-American professional women: “You can’t be lumped.”Dissertation Abstracts International, 59, 04.
11.
Elenes, C. A. (1997). Reclaiming the borderlands: Chicana/o identity, difference, and critical pedagogy. Educational Theory, 47, 359-375.
12.
Elenes, C. A., Gonzáles, F. E., Bernal, D. D., & Villenas, S. (2001). Introduction: Chicana/Mexicana feminist pedagogies: Consejos, respeto y educatión in everyday life. Qualitative Studies in Education, 14(5), 595-602.
13.
Erikson, E. H. (1959). Psychological issues (Monograph 1). New York: International Universities Press.
14.
Erikson, E. H. (1963). Childhood and society. New York: Norton.
15.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
16.
Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.
17.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
18.
Gonzalez, F. E. (2001). Haciendo que hacer—cultivating a mestiza worldview and academic achievement: Braiding cultural knowledge into educational research, policy and practice. Qualitative Studies in Education, 14(5), 641-656.
19.
Jamarillo, M. E. (1988). Institutional responsibility in the provision of educational experiences to the Hispanic American female student. In T. McKenna & F. I. Ortiz (Eds.), The educational experience of Hispanic American women (pp. 25-35). Berkeley, CA: Floricanto.
20.
Josselson, R. (1987). Finding herself. San Francisco: Jossey-Bass.
21.
Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551-558.
22.
Moraga, C. (1986). From a long line of vendidas: Chicanas and feminism. In T. De Lauretis (Ed.), Feminist studies/critical studies (pp. 27-34). New York: Women of Color Press.
23.
Orozco, C. E. (1990). Getting started in Chicana studies. Women’s Studies Quarterly, 18(1 & 2), 46-49.
24.
Pesquera, B. M., & Segura, D. A. (1996). With quill and torch: A Chicana perspective on the American women’s movement and feminist theories. In D. R. Maciel & I. D. Ortiz (Eds.), Chicanas/Chicanos at the crossroads: Social, economic and political change (pp. 231-247). Tucson: University of Arizona Press.
25.
Rodriguez, J. (1994). Our Lady of Guadalupe: Faith and empowerment among Mexican-American women. Austin: University of Texas Press.
26.
Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minnesota Press.
27.
Segura, D. A., & Pierce, J. L. (1993). Chicana/o family structure and gender personality: Chodorow, familism, and psychoanalytic sociology revisited. Signs, 19, 62-91.
28.
Sherraden, M. S., & Barrera, R. E. (1995). Qualitative research with an understudied population: In-depth interviews with women of Mexican descent. Hispanic Journal of Behavioral Sciences, 17(4), 452-469.
29.
Slepoy, G. S. M. (n.d.). An exploration of Gloria Anzaldua’s feminist thought in Borderlands/La Frontera: The New Mestiza. Retrieved April 27, 2004, from http://www.hichumanities.org/AHproceedings/Graciela%2520S%2520M%2520Slepoy.2.pdf
30.
U.S. Department of Labor, Women’s Bureau. (2000, April). Women of Hispanic origin in the labor force (No. 00-04). Washington, DC: Department of Labor, Women’s Bureau.
31.
Vasquez, M. J. (1982). Confronting barriers to the participation of Mexican-American women in higher education. Hispanic Journal of Behavioral Sciences, 4(2), 147-165.
32.
Vera, M. H. (1998). The Chicana college graduate: Community college learning experiences, coping strategies and cultural conflicts. Dissertation Abstracts International, 59, 04A.
