This study documents strategies employed by Latina doctoral graduate students to balance family relationships with the demands of school to maintain their status of a “good daughter.” In-depth interviews reveal some women integrate family and school by explaining the demands placed on them to enlist support while others keep their two social spheres separate by switching between them to minimize conflict. The patterns are discussed in the context of Latinas academic success in higher education.
Este estudio documenta estrategias empleadas por estudiantes doctorales latinas para balancear relaciones familiares con las demandas escolares y mantener su imagen de “buena hija”. Entrevistas a fondo revelan que algunas mujeres integran familia y escuela explicando las demandas que se les imponen para enlistar apoyo; mientras que otras mantienen sus dos esferas sociales separadas tomando turnos entre ellas, minimizando así el conflicto. Los patrones se discuten en el contexto de éxito académico de latinas en educación superior.
Anzaldúa, G.E. ( 1987). Borderlands/la frontera: The new mestiza. San Francisco: Aunt Lute.
2.
Berry, J. ( 1990). Psychology of acculturation. In J. Berman (Ed.), Cross-cultural perspectives: Nebraska symposium on motivation (pp. 201-234). Lincoln: University of Nebraska Press.
3.
Buriel, R., Perez, W., Ment, T.L.D., Chavez, D.V., & Moran, V.R. ( 1998). The relationship of language brokering to academic performance, biculturalism, and self-efficacy among Latino adolescents. Hispanic Journal of Behavioral Sciences, 20, 283-297.
4.
Cammarota, J. ( 2004). The gendered and racialized pathways of Latina and Latino youth: Different struggles, different resistances in the urban context. Anthropology & Education Quarterly, 35(1), 53-74.
5.
Contreras, F.E., & Gándara, P. (2006). The Latina/o Ph.D. pipeline: A case of historical and contemporary under-representation. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Abriendo caminos: The Latina/o pathway to the Ph.D. (pp. 91-111). Sterling, VA: Stylus.
6.
Delgado Bernal, D. ( 2001). Learning and living pedagogies of the home: The Mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 14, 623-639.
7.
Elenes, C.A. ( 1997). Reclaiming the borderlands: Chicana/o identity, difference, and critical pedagogy. Educational Theory, 47, 359-375.
8.
Espinoza, R. ( 2001). The good daughter dilemma: How Latina doctoral students balance family obligations with school demands. Unpublished master’s thesis, University of California, Berkeley.
9.
Fuligni, A.J., & Pedersen, S. ( 2002). Family obligation and the transition to young adulthood . Developmental Psychology, 38, 856-868.
10.
Gándara, P. ( 1982). Passing through the eye of the needle: High-achieving Chicanas. Hispanic Journal of Behavioral Sciences, 4, 167-179.
11.
Gándara, P. ( 1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.
12.
Gándara, P. ( 1999). Telling stories of success: Cultural capital and the educational mobility of Chicano students. Latino Studies Journal , 10, 38-54.
13.
Garder, S.K. ( 2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33, 125-138.
14.
Hardway, C., & Fuligni, A.J. ( 2006). Dimensions of family connectedness among adolescents with Mexican, Chinese, andEuropean backgrounds. Developmental Psychology, 42, 1246-1258.
15.
Hondagneu-Sotelo, P. ( 1994). Gendered transitions: Mexican experiences of immigration . Berkeley: University of California Press.
16.
Hurtado, S., Carter, D.F., & Spuler, A. ( 1996). Latino students’ transition to college: Assessing Difficulties and factors in successful college adjustment. Research in Higher Education, 37, 135-157.
17.
Keefe, S.E., & Padilla, A.M. ( 1987). Chicano ethnicity. Albuquerque: University of New Mexico Press.
18.
LaFromboise, T.D., Coleman, H.L.K., & Gerton, J. ( 1993). Psychological impact of biculturalism: Evidence and theory . Psychological Bulletin, 114, 489-535.
19.
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.
20.
Orellana, M.F. ( 2001). The work kids do: Mexican and Central American immigrant children’s contributions to households and schools in California. Harvard Educational Review, 71, 366-389.
21.
Phinney, J.S., & Devich-Navarro, M. (1997). Variations in bicultural identification among AfricanAmerican and Mexican American adolescents. Journal of Research on Adolescence, 7(1), 3-32.
22.
Raffaelli, M., & Ontai, L.L. ( 2004). Gender socialization in Latino/a families: Results from two retrospective studies. Sex Roles, 50, 287-299.
23.
Sánchez, B., Reyes, O., & Singh, J. ( 2006). Makin’ it in college: The value of significant individuals in the lives of MexicanAmerican Adolescents. Journal of Hispanic Higher Education, 5(1), 48-67.
24.
Solórzano, D.G., & Yosso, T.J. ( 2006). Leaks in the Chicana and Chicano educational pipeline (Policy Rep. No. 13). Los Angeles: University of California, Los Angeles, Chicano Studies Research Center.
25.
Springer, K.W., Parker, B.K., & Leviten-Reid, C. (2009). Making space for graduate student parents: Practice and politics. Journal of Family Issues, 30, 435-457.
26.
Stanton-Salazar, R.D. ( 2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
27.
Stevens, E.P. ( 1973). Marianismo: The other face of machismo in Latin America . In A. Pescatello (Ed.), Female and male in Latin America (pp. 89-101). Pittsburgh, PA: University of Pittsburgh Press.
28.
Suárez-Orozco, C., & Suárez-Orozco, M.M. (2001). Children of immigration . Cambridge, MA: Harvard University Press.
29.
Sy, S. ( 2006). Family and work influences on the transition to college among Latina adolescents. Hispanic Journal of Behavioral Sciences , 28, 368-386.
30.
Sy, S.R., & Romero, J. ( 2008). Family responsibilities among Latina college students from immigrant families. Journal of Hispanic Higher Education , 7, 212-227.
31.
U.S. Census Bureau. (2001). U.S. Census 2000, Summary Files 1 and 2. Retrieved April 4, 2005, from http:www.census.gov
32.
U.S. Department of Health and Human Services. ( 2001). Mental health: Culture, race, and ethnicity-Supplement to mental health: A report of the Surgeon General. Rockville, MD: Author.
33.
Valenzuela, A. ( 1999a). Gender roles and settlement activities among children and their immigrant families. American Behavioral Scientist , 42, 720-742.
34.
Valenzuela, A. ( 1999b). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
35.
Vega, W.A. ( 1990). Hispanic families in the 1980s: A decade of research . Journal of Marriage and the Family, 52, 1015-1024.
36.
Vera, H., & de los Santos, E. (2005). Chicana identity construction: Pushing the boundaries. Journal of Hispanic Higher Education , 4(2), 102-113.
37.
Watford, T., Rivas, M.A., Burciaga, R., & Solorzano, D.G. (2006). Latinas and the doctorate: The "status" of attainment and experiences from the margin. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Abriendo caminos: The Latina/o pathway to the Ph.D. (pp. 113-133). Sterling, VA: Stylus.
