Program
Spanish and Portuguese
College
Arts and Sciences
Student Level
Master's
Start Date
10-11-2022 4:30 PM
End Date
10-11-2022 5:30 PM
Abstract
Numerous scholars have investigated the significant role that representation and mentorship play in the success of Latinas and women of color during their journey through higher education, from degree completion to faculty hiring and advancement. However, little research exists surrounding the lived experiences that have shaped mentorship carried out by university faculty, specifically, mentorship carried out by bilingual Latina faculty in higher education. Using a Latina Feminist Epistemology and Oral History Methodologies, this thesis aims to understand the cycle of mentorship via the narratives of bilingual Latina professors at the University of New Mexico. This study demonstrates lived experiences of bilingual Latina professors as students in higher education, and the correlation of that experience with their manner of providing mentorship to their own students today. I focus on representational factors of gender, race, and language throughout their narrative, which are essential in building trusting bonds of mentorship-or confianza-with college students who share similar qualities. This thesis seeks to highlight a) the role of gender, race, and language in the experiences of mentorship received by UNM Latina professors as college students themselves, and b) how their personal experiences of mentorship influence the mentorship that they now provide to their own students.
Creando la confianza: Narratives on Mentorship of Latina Professors at the University of New Mexico
Numerous scholars have investigated the significant role that representation and mentorship play in the success of Latinas and women of color during their journey through higher education, from degree completion to faculty hiring and advancement. However, little research exists surrounding the lived experiences that have shaped mentorship carried out by university faculty, specifically, mentorship carried out by bilingual Latina faculty in higher education. Using a Latina Feminist Epistemology and Oral History Methodologies, this thesis aims to understand the cycle of mentorship via the narratives of bilingual Latina professors at the University of New Mexico. This study demonstrates lived experiences of bilingual Latina professors as students in higher education, and the correlation of that experience with their manner of providing mentorship to their own students today. I focus on representational factors of gender, race, and language throughout their narrative, which are essential in building trusting bonds of mentorship-or confianza-with college students who share similar qualities. This thesis seeks to highlight a) the role of gender, race, and language in the experiences of mentorship received by UNM Latina professors as college students themselves, and b) how their personal experiences of mentorship influence the mentorship that they now provide to their own students.
