The deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership opportunities and familial responsibilities at a PWI catholic university?
Through pláticas and testimonios grounded in Chicana Feminism, this research explored strategies Latinas developed to navigate living within two cultures, honoring their heritage while pursuing academic and professional aspirations. Many participants describe their emotional connection to family and cultural traditions as both a source of strength and a challenge, shaping their academic interests and career trajectories. Their experiences highlight the role of language, identity negotiation, and representation in academia, as well as the critical support of mujeres in their families, particularly mothers and sisters. The Chingona identity emerged as a symbol of resistance, ambition, and empowerment, reflecting how Latinas redefine success on their own terms.
This study identified the significance of cultural wealth, mentorship, and self-defined leadership among Latina students, emphasizing the need for educational institutions to move beyond deficit-based narratives. By centering testimonios and lived experiences, this research underscores the importance of decolonizing methodologies that honor the voices and knowledge systems of Latina students. Future research might explore how institutions, particularly Predominantly White Institutions (PWIs) transitioning into Hispanic-Serving Institutions (HSIs), are integrating culturally affirming practices that foster belonging and leadership development for Latina students. Additionally, further inquiry into how Latinas leverage their Chingona identity in professional and academic spaces can provide insights into how resilience, cultural pride, and ambition intersect to challenge systemic barriers. These findings call for institutional shifts that recognize the strengths and agency of Latina students, advocating for policies and programs that affirm their identities and aspirations.
","abstract_html":"<p>The deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership opportunities and familial responsibilities at a PWI catholic university?</p> <p>Through <em>pláticas</em> and <em>testimonios</em> grounded in Chicana Feminism, this research explored strategies Latinas developed to navigate living within two cultures, honoring their heritage while pursuing academic and professional aspirations. Many participants describe their emotional connection to family and cultural traditions as both a source of strength and a challenge, shaping their academic interests and career trajectories. Their experiences highlight the role of language, identity negotiation, and representation in academia, as well as the critical support of <em>mujeres</em> in their families, particularly mothers and sisters. The <em>Chingona</em> identity emerged as a symbol of resistance, ambition, and empowerment, reflecting how Latinas redefine success on their own terms.</p> <p>This study identified the significance of cultural wealth, mentorship, and self-defined leadership among Latina students, emphasizing the need for educational institutions to move beyond deficit-based narratives. By centering<em> testimonios</em> and lived experiences, this research underscores the importance of decolonizing methodologies that honor the voices and knowledge systems of Latina students. Future research might explore how institutions, particularly Predominantly White Institutions (PWIs) transitioning into Hispanic-Serving Institutions (HSIs), are integrating culturally affirming practices that foster belonging and leadership development for Latina students. Additionally, further inquiry into how Latinas leverage their <em>Chingona</em> identity in professional and academic spaces can provide insights into how resilience, cultural pride, and ambition intersect to challenge systemic barriers. These findings call for institutional shifts that recognize the strengths and agency of Latina students, advocating for policies and programs that affirm their identities and aspirations.</p>","abstract_has_math":false,"creators":["Canizal, Ariela M"],"institution":null,"degree_name":"PhD Leadership Studies","degree_level":"Dissertation: Open Access","degree_discipline":"Leadership Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-18T07:00:00Z","date_published":"2025-05-18T07:00:00Z","updated_at":"2026-07-24T05:41:55Z","subjects":["Resilience","Familismo","Chicana Feminism","Asset-based framework","Testimonios","Belonging","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Higher Education Administration","Leadership Studies","Other Education","Social Justice"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1060","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Canizal, Ariela M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-11-07T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Leadership Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Resilience","Familismo","Chicana Feminism","Asset-based framework","Testimonios","Belonging","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Higher Education Administration","Leadership Studies","Other Education","Social Justice"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1060"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership opportunities and familial responsibilities at a PWI catholic university?
Through pláticas and testimonios grounded in Chicana Feminism, this research explored strategies Latinas developed to navigate living within two cultures, honoring their heritage while pursuing academic and professional aspirations. Many participants describe their emotional connection to family and cultural traditions as both a source of strength and a challenge, shaping their academic interests and career trajectories. Their experiences highlight the role of language, identity negotiation, and representation in academia, as well as the critical support of mujeres in their families, particularly mothers and sisters. The Chingona identity emerged as a symbol of resistance, ambition, and empowerment, reflecting how Latinas redefine success on their own terms.
This study identified the significance of cultural wealth, mentorship, and self-defined leadership among Latina students, emphasizing the need for educational institutions to move beyond deficit-based narratives. By centering testimonios and lived experiences, this research underscores the importance of decolonizing methodologies that honor the voices and knowledge systems of Latina students. Future research might explore how institutions, particularly Predominantly White Institutions (PWIs) transitioning into Hispanic-Serving Institutions (HSIs), are integrating culturally affirming practices that foster belonging and leadership development for Latina students. Additionally, further inquiry into how Latinas leverage their Chingona identity in professional and academic spaces can provide insights into how resilience, cultural pride, and ambition intersect to challenge systemic barriers. These findings call for institutional shifts that recognize the strengths and agency of Latina students, advocating for policies and programs that affirm their identities and aspirations.
"]},{"key":"dc:title","label":"Title","values":["Latinas in Higher Education: Paving & Weaving Wholeheartedly"]}]}],"canonical_facts":{"dc:creator":["Canizal, Ariela M"],"dc:date.available":["2025-11-07T08:00:00Z"],"dc:description.abstract":["The deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership opportunities and familial responsibilities at a PWI catholic university?
Through pláticas and testimonios grounded in Chicana Feminism, this research explored strategies Latinas developed to navigate living within two cultures, honoring their heritage while pursuing academic and professional aspirations. Many participants describe their emotional connection to family and cultural traditions as both a source of strength and a challenge, shaping their academic interests and career trajectories. Their experiences highlight the role of language, identity negotiation, and representation in academia, as well as the critical support of mujeres in their families, particularly mothers and sisters. The Chingona identity emerged as a symbol of resistance, ambition, and empowerment, reflecting how Latinas redefine success on their own terms.
This study identified the significance of cultural wealth, mentorship, and self-defined leadership among Latina students, emphasizing the need for educational institutions to move beyond deficit-based narratives. By centering testimonios and lived experiences, this research underscores the importance of decolonizing methodologies that honor the voices and knowledge systems of Latina students. Future research might explore how institutions, particularly Predominantly White Institutions (PWIs) transitioning into Hispanic-Serving Institutions (HSIs), are integrating culturally affirming practices that foster belonging and leadership development for Latina students. Additionally, further inquiry into how Latinas leverage their Chingona identity in professional and academic spaces can provide insights into how resilience, cultural pride, and ambition intersect to challenge systemic barriers. These findings call for institutional shifts that recognize the strengths and agency of Latina students, advocating for policies and programs that affirm their identities and aspirations.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1060"],"dc:subject":["Resilience","Familismo","Chicana Feminism","Asset-based framework","Testimonios","Belonging","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Higher Education Administration","Leadership Studies","Other Education","Social Justice"],"dc:title":["Latinas in Higher Education: Paving & Weaving Wholeheartedly"],"thesis:degree_discipline":["Leadership Studies"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Leadership Studies"]},"updated_at":"2026-07-24T05:41:55Z"}