Chicana/o experiences in higher education: Oral testimony as social justice.

摘要

This study documents the socio-academic experiences of ten Chican students at a Hispanic-serving University on the U.S.-Mexico Border. The problem is the disproportionate representation of Chican s institutions of higher education and the lack of literature documenting their academic experiences. This study answers two research questions: (1) What is the Chican experience at this university? (2) How do participants create meaning from their experiences? This study makes uses of in-depth, phenomenological interviews as the primary method of opening enunciative spaces from which participants can exercise articulatory agency. Eleven thematic clusters are identified: (1) Satisfaction with Curriculum/Courses; (2) Satisfaction/Dissatisfaction with Instructors; (3) Pedagogical Strategies/Methods; (4) Mentorship & Support; (5) Academic Preparation; (6) Extra Coursework; (7) Financial Aid/Financial Issues; (8) Representation/Affirmative Action; (9) Balancing Work & School; (10) Dropping Out/Failing Courses; (11) Survival Strategies/Taking Initiative. Participants create meaning from their experiences in three ways: (1) evaluating one's socio-institutional agency; (2) exercising comparative consciousness; (3) engaging in critical storytelling.