Harvard Educational Review
  1. Winter 2009 Issue »

    Latina/o Undergraduate Students Mentoring Latina/o Elementary Students

    A Borderlands Analysis of Shifting Identities and First-Year Experiences

    Dolores Delgado Bernal, Enrique Alemán Jr., and Andrea Garavito
    This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences served as sitios y lenguas (decolonizing spaces and discourses; Pérez, 1998) in which the undergraduate students were able to reflect on the ongoing transformation of their social and political identities, revealing the complex and fluid latinidades (Latina/o identities; Latina Feminist Group, 2001) that exist among the Latina/o university students. This article explores the physical and metaphorical borders (Anzaldúa, 1987) the undergraduates occupy, navigate, and challenge while they work simultaneously as mentors in a mostly Latina/o setting and as college students on a mostly white campus.

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    Dolores Delgado Bernal is a former elementary school teacher and community educator who is currently an associate professor in the Department of Education, Culture, and Society and the Ethnic Studies Program at the University of Utah. Her research focuses on the schooling of Chicana/o and Latina/o students and the experiences of students and faculty of color in higher education. She teaches courses in critical race theory, feminist epistemology, Latina testimonios, and Chicana/o studies. She is coeditor of Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology (with C. A. Elenes, F. E. Godinez, and S. Villenas, 2006) and the author of numerous book chapters and journal articles. She works closely with colleague Enrique Alemán Jr. in developing and researching Adelante, a universityschool-community partnership with Jackson Elementary School in Salt Lake City.

    Enrique Alemán Jr. is an assistant professor in the Department of Educational Leadership and Policy at the University of Utah. His research agenda includes studying the effects of educational policy on Latina/o and Chicana/o students and communities. He has published articles in Equity and Excellence in Education, Educational Administration Quarterly, and Educational Policy, and has a chapter in the edited book To What Ends and by What Means? The Social Justice Implications of Contemporary School Finance Theory and Policy (edited by G. M. Rodriguez & R. A. Rolle, 2007). Most recently, Alemán has worked with colleague Dolores Delgado Bernal to create and institute a university-school-community partnership with Jackson Elementary School in Salt Lake City.

    Andrea Garavito is a community educator and doctoral candidate in the Department of Education, Culture, and Society at the University of Utah. Under the mentorship of Dolores Delgado Bernal, her research focuses on the experiences of Latinas/Chicanas in higher education. Her areas of interest include Chicana feminist thought, feminist epistemology, community-school partnerships, Latina testimonios, and critical race theory.

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    Winter 2009 Issue

    Abstracts

    Foreword
    Sylvia Hurtado
    Editors’ Introduction
    Ángeles, Sacrificios, y Dios
    A Puerto Rican Woman’s Journey Through Higher Education
    Marisa Rivera
    Latina/o Undergraduate Students Mentoring Latina/o Elementary Students
    A Borderlands Analysis of Shifting Identities and First-Year Experiences
    Dolores Delgado Bernal, Enrique Alemán Jr., and Andrea Garavito
    Existentialism at Home, Determinism Abroad
    A Small-Town Mexican American Kid Goes Global
    Joe Robert González
    From the Bricks to the Hall
    Mellie Torres
    The Re-Education of a Pocha-Rican
    How Latina/o Studies Latinized Me
    Arelis Hernandez
    Sin Papeles y Rompiendo Barreras
    Latino Students and the Challenges of Persisting in College
    Frances Contreras
    Dimensions of the Transfer Choice Gap
    Experiences of Latina and Latino Students Who Navigated Transfer Pathways
    Estela Mara Bensimon and Alicia C. Dowd
    Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
    Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano
    M.E.
    Mexican American and Educated
    Marlen Vasquez
    Increasing Latino/a Representation in Math and Science
    An Insider’s Look
    Jarrad Aguirre
    Challenging Racist Nativist Framing
    Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate
    Lindsay Pérez Huber
    Results Not Typical
    One Latino Family’s Experiences in Higher Education
    Margarita Jimenez-Silva, Norma V. Jimenez Hernandez, Ruth Luevanos, Dulcemonica Jimenez, and Abel Jimenez Jr.
    Barriers to Success
    A Narrative of One Latina Student’s Struggles
    Jannell Robles
    The Xicana Sacred Space
    A Communal Circle of Compromiso for Educational Researchers
    Lourdes Diaz Soto, Claudia G. Cervantes-Soon, Elizabeth Villarreal, and Emmet E. Campos

    Book Notes

    Standing on the Outside Looking In
    edited by Mary F. Howard-Hamilton, Carla L. Morelon-Quainoo, Susan D. Johnson, Rachelle Winkle-Wagner, and Lilia Santiague.

    Undocumented Immigrants and Higher Education
    Alejandra Rincón.