Transitioning From Doctoral Study to the Academy

Theorizing Trenzas of Identity for Latina Sister Scholars

Bibliographic Data

ID2385489
AuthorsMichelle M Espino (0000-0003-1628-9091, University of Georgia), M Munoz (0000-0003-1802-0416), Susana M Muñoz (Iowa State University), Judy Marquez Kiyama (0000-0002-9111-2766, University of Rochester)
Year2010
Volume16
Issue10
Pages804-818
Publication date2010-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueQualitative Inquiry (JOURNAL)
Journal identifiersISSN: 1077-8004 • E-ISSN: 1552-7565
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1077800410383123
OpenAlexW2113895199
LanguageEN
Citations received50
References cited28

This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, that is, motherhood, social class, and public intellectual) now inform their work. By interrogating the extent to which intersections of identity affect educational and career pathways, the authors use plática (dialogue) to theorize their doctoral experiences and examine how their challenges and successes manifest in their professional lives in academia

Affect · Doctoral dissertation · Sister · Critical Race Theory in Education · Higher Education Practises and Engagement · Higher Education Research Studies