FOSTERING THE SUCCESS OF WORKING-CLASS LATINA DOCTORAL STUDENTS AT PREDOMINANTLY WHITE INSTITUTIONS

Abstract

Aim/Purpose Latina doctoral students' educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing pres-ence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at pre-dominantly White institutions. The author identifies evidence-supported, per-sonal and institutional factors that may contribute to working-class Latina doc-toral students' successful persistence at predominantly White institutions. Background The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and finan-cially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students' retention. Methodology As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from eco-nomically disadvantaged backgrounds can succeed in these environments. Contribution This article outlines evidence-supported strategies that may influence working-class Latina doctoral students' successful persistence at predominantly White in-stitutions. Findings The research highlighted in this article emphasizes how factors such as embrac-ing familismo, increasing faculty diversity, establishing peer networks, and creat-ing inclusive class-conscious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disad-vantaged backgrounds attending predominantly White institutions. Recommendations for Practitioners Personal and institutional factors are recommended for faculty and student af-fairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, rec-ognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty. Recommendations for Researchers The literature presented in this paper provides ideas for future research oppor-tunities that could further examine how supportive relationships and inclusive-ness promote Latina doctoral students' educational success. Impact on Society Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting. Future Research Further development of transformative research on this topic may improve in-clusive educational practices and potentially increase access to doctoral-level ed-ucation for Latinas and other economically disadvantaged students of color.