Harvard Educational Review
  1. Summer 2016 Issue »

    “Get an Education in Case He Leaves You”

    Consejos for Mexican American Women PhDs

    MICHELLE M. ESPINO
    In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received consejos, or nurturing advice, from parents and extended family members that simultaneously promoted educational attainment and raced-gendered heteronormativity as a means of survival within and resistance against cultural and societal constraints. Lessons learned from conflicting consejos later informed how the participants resisted racism and sexism they encountered in their professional careers. Reflecting a Chicana feminist perspective, the findings illustrate the various social, psychological, and cultural locations that participants (re)crossed in conceptualizing Mexican American womanhood in the United States. This study offers an opportunity to explore and interrogate the systems of oppression that affect Mexican American women and their educational advancement and adds to understandings about the complexities and constraints that Mexican American women encounter during their academic life course. 
    Michelle M. Espino is an assistant professor in the Higher Education, Student Affairs, and International Education Policy program in the Department of Counseling, Higher Education, and Special Education at the University of Maryland, College Park. Her contributions to the field of student affairs administration and higher education focus on understanding how institutional cultures, policies, and practices as well as community contexts affect and inform educational achievement, outcomes, and experiences along the P–20 pipeline for racial/ethnic minorities, particularly Latinas/os. Espino has published articles in the American Educational Research Journal, Review of Higher Education, Teachers College Record, Equity & Excellence in Education, Qualitative Inquiry, and American Journal of Education. She was the 2015 recipient of the Early Career Award from the American Educational Research Association Hispanic Issues in Research special interest group, the 2008 recipient of the Bobby Wright Dissertation of the Year Award from the Association of the Study of Higher Education, and a 2007 Ford Foundation Dissertation Fellow.

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    Summer 2016 Issue

    Abstracts

    Changing the Place of Teacher Education
    Feminism, Fear, and Pedagogical Paradoxes
    STEPHANIE JONES and HILARY E. HUGHES
    “Get an Education in Case He Leaves You”
    Consejos for Mexican American Women PhDs
    MICHELLE M. ESPINO
    Making Through the Lens of Culture and Power
    Toward Transformative Visions for Educational Equity
    SHIRIN VOSSOUGHI, PAULA K. HOOPER, and MEG ESCUDÉ
    The Formation of Community-Engaged Scholars
    A Collaborative Approach to Doctoral Training in Education Research
    MARK R. WARREN, SOOJIN OH PARK, and MARA CASEY TIEKEN
    The Dilemma of Care
    A Theory and Praxis of Citizenship-Based Care for China’s Rural Migrant Youth
    LISA YIU
    Editor's Review
    SHAUNA BROWN LEUNG

    Book Notes