Latino/a Scholar's Corner

Buenos Dias Colegas!

The Latino/a Knowledge Community strives to support the research and share the stories of colleagues who are completing scholastic work, especially focusing on Latino/a educational issues. If you want to have your research or story shared, please contact Sarah Rodriguez ([email protected]) or Marissa Vasquez Urias ([email protected]).

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Dr. García-Louis is a Visiting Assistant Professor in the Department of Educational Leadership & Policy Studies at the University of Texas at San Antonio. To contact Dra. García-Louis you may email [email protected]

What initially interested you in studying Latinos in higher education?

I grew up in the Pacific Northwest where if a Latina/o student demonstrated pride in his/her heritage is was seen as almost synonymous to being a “gangster.” It fostered an atmosphere where students unconsciously adopted negative identities imposed upon them by well-intentioned educators. Students would self-segregate designating strategic locations at our high school as “the Mexican wall” and “the hick hall.” There were physical boundaries we could not cross and somehow everyone became an active player in this game. I went through periods of turmoil where I attempted to decipher the intersectionality of my identities (first-generation, first-in-family, immigrant, Mexican, female) and was unapologetically thrust into prescribed boxes without my consent.

Unfortunately, my experience is no different than that of many other students of color in the United States. I rarely saw myself reflected in the curriculum which consistently spread lies about my marginalized identities. There was a tremendous disconnect from what I knew my culture to be and the way it was negatively stereotyped. As an undergraduate, I quickly discovered that unless I actively sought courses that highlighted Latina/os, I would not get it in my general courses. I had turned into a passive observer on my educational journey and felt completely invisible. It was not until my graduate studies that I read, for the first time, a research article about Latina/o students that highlighted our assets. I discovered the importance of having adequate, critical, and asset-based research about students of color as required readings in the classroom. I automatically established the goal to one day be a contributing member to this type of research. My interest in studying Latina/os in higher education stems from my own experiences in the educational system. I understand the importance of having adequate critically-conscious representation in academic literature.

How has your research evolved over time? What is a finding you did not expect?

My research has certainly evolved over time. As a master’s student I began to conduct research on the educational pathways of Latino males. I moved to Texas from the Pacific Northwest in order to learn from Dr. Victor Saenz, whose research specializes in the educational pathways of young men of color. Under his mentorship I discovered my passion for research and the need to develop my own identity as a researcher. After the birth of my daughter, Viktoria, I quickly realized that it was possible to marry both of my passions: my family and research. Viktoria is Haitican (Mexican and Haitian) and does not fit the stereotypical image of a Latina – even though she is genetically, culturally, and linguistically. Viktoria serendipitously forged my research specialization and helped me fulfill my goal of becoming an academic researcher.    

My research deviates from the traditional approach most investigators have adopted in assessing the experiences of Latina/o in the social sciences. As a Mexican female whose phenotype is in direct alignment with the stereotypical “Latina” image, I did not realize the importance of countering the mestiza/o narrative. I did not understand why non-Mexican nationals (or people who trace their lineage to Latino America) would often get offended when a person would assume they were Mexican. I had no idea that Latina/os were the most diverse “ethnic” group in the world, but the shadow of mestiza/o identity somehow became our emblem for Latinidad in the United States. Yet, Viktoria helped open my eyes to inter-group prejudice and discrimination. My research is interdisciplinary; it has to be in order to understand how colorism, colonization, discrimination, immigration, and identity development impacts the educational experiences of AfroLatina/o students in higher education.

When I began conducting research on AfroLatinidad in higher education, I was shocked by the dearth of research on this student population. AfroLatina/o students encounter challenges beyond those confronted by their Latina/o (mestiza/o) and Black classmates. Yet, lack of research in this area makes it difficult to identify those nuances. The only way we will learn how to adequately support them is by producing research highlighting their unique lived experiences – through their voice. My goal is to give voice to a silenced and overlooked population, not as a subgroup, but rather as members of the diverse Latina/o ethnic category. Overall, I seek to expand the definitions of Latinidad and Blackness within higher education.   

What motivates you to continue writing and pursuing this line of work?

I believe it is an ethical imperative that we begin to disaggregate the social construction of Latinidad and Blackness within higher education. Research indicates that students must establish a sense of belonging on campus to increase their likelihood of persistence. Students who do not find community on campus are more likely to report negative experiences and/or drop-out. Thus, it is an ethical imperative that we understand the educational experiences of AfroLatina/os students to successfully serve their needs. AfroLatina/os represent the synthesis of the two most populous groups in the United States, yet, their academic experiences are overshadowed by our fascination with exclusivity of Latina/o and Black groups. In addition, static notions of race and ethnicity have served as catalysts for segregation and conflict between the two largest cultural groups in the United States – Blacks and Latina/os. Once these carefully crafted borders are shattered, the ability to communicate and support each other is facilitated, benefiting any student of color at PWI’s. My motivation is the desire to break away from exclusive group membership, leading to the establishment of a college going culture that is supportive and embracive of our vast diversity.

How can your research influence the work of student affairs professionals?

There is nothing more affirming than not having to explain how your identities come together or why you do not fit neatly within a box. The social tax associated with being AfroLatina/o on a college campus is often too costly, forcing students to forgo aspects of their identity. Yet, college should be the place where all young adults are afforded the opportunity to develop a cohesive sense of self. Unfortunately, not all students are given the opportunity to embark in self-discovery due to the lack of information available for practitioners to aid them in the process.

Student affairs professionals are guided by cultural competencies that establish the importance of understanding the unique individual student experience. They recognize the significance of incorporating social justice into their daily practice and validating personal journeys. I strongly believe my research will aid student affairs practitioners with knowledge on the importance of recognizing the unique experiences of AfroLatina/os students on campus. The interdisciplinary nature of my research underscores the necessity of enhancing our practitioner toolkits, with a conscious understanding of the importance that panethnic and transnational factors play in the educational pathways of Latina/o students. 

Do you have final words of advice?

As I reflect on my personal journey in higher education, stories of inadequacy and uncertainty come to mind, but it was through those experiences that I grew the most. The story that stands out the most is the advice a “mentor” gave me. I was in the midst of applying for doctoral programs and she was in the process of writing her dissertation. I asked, “what keeps you going when you feel like giving up? What helps you stay on target for graduation?” She gave me her response and asked me what I thought would give me strength in difficult times. I quickly replied “my familia.” She looked at me for a few seconds and said, “yyeeaaahhhhh… that won’t be enough.” I was flabbergasted. I could not believe my ears. Fast-forward to now, it is my family who has kept me going and my daughter who has inspired my research area. Moral of the story: allow adversity to be your fuel and the catalyst to your dreams.

One thing I do want to highlight is that I am very intentional about the type of research I produce and the narrative it communicates. Overall, it is deeply inspiring to be entrusted with such personal stories of success, failure, pain, and happiness. I learn from every interaction and hope to give voice to an overlooked student population.