Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education
Guest Editor: Michelle M. Espino, University of Maryland
Manuscript Submission Extended Deadline: September 16, 2019
Latina-identified individuals represent “one in five women in the U.S. and will comprise nearly one third of the country’s female population by 2060” (Gándara & White House Initiative on Educational Excellence for Hispanics, 2015, p. 2), yet they “are less likely to earn college degrees and go on to graduate or professional school” than their non-Latina-identified counterparts (Espinoza, 2010, p. 318). In fall 2017, Latinas only represented 4.2% of the enrolled graduate student population (Okahana & Zhou, 2018). The pipeline continues to narrow in the faculty ranks and in university leadership. Latinas only represent 2% of full-time faculty and only 3% of college/university presidents (Gagliardi, Espinosa, Turk, & Taylor, 2017; NCES, 2018). These data demonstrate that Latinas’ locations in the margins of academe and society are complicated by various forms of oppression that are unique to Latinas’ lived experiences. Latinas’ ability to successfully (re)cross the borderlands of family structures, cultural traditions, gender constructions, sexuality, and social class, as well as academe is often ignored in larger discourses about Latinx/as/os in higher education (Delgado Bernal, Elenes, Godinez, & Villenas, 2006).
There is a significant need to address, interrogate, and examine the presence of Latina-identified students, faculty, and administrators in higher education. More research is needed to reject dominant cultural narratives that relegate Latina-identified lived experiences to the margins. These narratives and subsequent policies and practices rooted in systemic oppression serve to fragment Latina identities across education, career, family, and community. Theorizing with and about Latina-identified communities should not only serve to counter dominant cultural narratives, but to center healing practices that bridge wholeness across experiences and within the self; evoking the concept of bodymindspirit (Lara, 2002). The purpose of this special issue is to present scholarship that focuses on conceptualizations of healing the fragmentation that occurs in academe for Latina-identified communities from within multiple educational contexts and perspectives, and through various theoretical frameworks (most especially, Chicana/Latina feminism, decolonization, intersectionality, and Latinx/a/o critical race theory).
This special issue will present a compilation of scholarship that advances theory and knowledge about Latina-identified communities along educational pathways (i.e., college, graduate school, professoriate, university leadership) using critical frameworks and rigorous methodologies. Submissions are encouraged to offer critical perspectives on theorizing with and for Latina-identified communities in educational research, especially unique populations that have not been thoroughly centered in the literature; and to offer thoughtful recommendations and implications for research, policy, and practice in higher education that can assist in healing Latina-identified communities.
For consideration, manuscripts should be a maximum of 25 double-spaced pages written in 12-point Times New Roman font and submitted by September 16, 2019 (EXTENDED DEADLINE). Page length includes tables, figures, images, and references. All manuscripts must be submitted online through https://mc.manuscriptcentral.com/naspa_njawhe. Please include a cover letter clearly indicating the submissions should be considered for the special issue. For more information, please contact Dr. Michelle M. Espino at firstname.lastname@example.org.
Delgado Bernal, D., Elenes, C. A., Godinez, F. E., & Villenas, S. (Eds.). (2006). Chicana/Latina education in everyday life: Feminista perspectives on pedgogy and epistemology. Albany, NY: State University of New York Press.
Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demands. Journal of Hispanic Higher Education, 9(4), 317-330.
Gagliardi, J. S., Espinosa, L. L., Turk, J. M., & Taylor, M. (2017). American college president study. Retrieved from http://www.aceacps.org
Gándara, P., & White House Initiative on Educational Excellence for Hispanics. (2015). Fulfilling America’s future: Latinas in the U.S., 2015. Washington, DC: White House Initiative on Educational Excellence for Hispanics.
Lara, I. (2002). Healing sueños for academia. In G. Anzaldúa & A. Keating (Eds.), This bridge we call home: Radical visions for transformation (pp. 433-438). New York, NY: Routledge.
National Center for Educational Statistics (NCES). (2018, May). Characteristics of postsecondary faculty. Retrieved from https://nces.ed.gov/programs/coe/indicator_csc.asp.
Okahana, H., & Zhou, E. (2018, October). Graduate enrollment and degrees: 2007 to 2017. Washington, DC: Council of Graduate Schools.