Latina collegians’ perceptions of their mothers’ PK-12 involvement and lessons

A Chicana/Latina feminist narrative inquiry

Bibliographic Data

ID12213833
AuthorsHannah L Reyes (0000-0001-8164-2045, The Ohio State University, corresponding author), Antonio Duran (0000-0002-3990-6796, Arizona State University)
Year2024
Volume37
Issue8
Pages2378-2395
Publication date2024-02-19
Open AccessYes
TypeARTICLE
VenueInternational Journal of Qualitative Studies in Education (JOURNAL)
Journal identifiersISSN: 0951-8398 • E-ISSN: 1366-5898
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2024.2318282
OpenAlexW4391946493
LanguageEN
Citations received2
References cited24

Latina mothers frequently impart guidance and lessons on their children as they traverse educational spaces.Drawing from their own lived experiences and epistemologies, Latina mothers often provide advice and support necessary for their children to persist academically and authentically.To extend the existing literature, our narrative study centering twelve Latina collegians highlighted the enduring cognitive impacts of their mothers' teachings throughout their PK-12 education.Uniquely, we employed a Chicana/Latina feminist lens to understand Latina collegians' recounts of their PK-12 experiences and their mothers' involvement.Our retrospective approach allowed us to observe participants' formative educational moments involving their mothers and how these shaped their future selves.Findings detailed how Latina students recognized racialized and gendered dynamics of the schooling system, mothers instilling expectations to do well academically in the face of structural inequities, and how daughters experienced shifting perceptions of home and schooling.We then provide implications for future research and practice.Many scholars note the importance of the family unit for Latinx 1 students navigating educational spaces (Alfaro et al., 2014;Chlup et al., 2018;Palomin, 2020).Specifically, this body of research illustrates how Latinx parents instill in their students values of perseverance even when they may themselves lack an understanding of the particularities of U.S. educational systems.Beyond explaining the influence of family broadly, researchers named the unique roles mothers play in the lives of Latinx students (e.g.Chlup et al., 2018;Espinoza, 2010;Villenas & Moreno, 2001), describing how these maternal influences may be integral to the persistence of their children.Increasingly, scholars are challenging notions of educational passivity attached to Latina mothering (Greenberg, 2012;Navarro-Cruz & Luschei, 2020).By incorporating the lived perspectives of Latina mothers, researchers underscored a myriad of ways mothers stay involved in their children's educational lives-as primary socializing agents (Durand, 2011), expectation setters (Chlup et al., 2018), and inspirers (Villenas &Moreno, 2001).These pedagogical roles are especially critical for Latina mothers raising daughters to navigate conflicting cultural expectations in schools and at home, as they experience choques (a form of cultural collision; Anzalda, 1987) between their identities in these contexts.For instance, Latinas

Art · Literature · Narrative · Narrative inquiry · Perception · Sociology · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Psychology · Racial and Ethnic Identity Research

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