Latino/a Scholars 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]).

********************************************

During this Latino/a Scholars Corner, we will be highlighting the scholastic work that our colleagues are doing across the world. This post comes from Dr. Cristobal Salinas.

Dr. Salinas is an Assistant Professor in the Department of Educational Leadership & Research Methodology at Florida Atlantic University. To contact Dr. Salinas you may email [email protected].

What initially interested you in studying Latinos in higher education?

I migrated from Mexico to the U.S. at a young age. This experience was challenging; I had to make friends, adapt to a different culture, and learn a new language. Mrs. Marilyn Moyer, my first English as a Second Language (ESL) teacher, helped me to surpass those challenges. Mrs. Moyer advocated for me, especially when other teachers did not invite me to participate in other learning activities because I was an ESL student.   Teachers, along with my parents, provided me with the support system to become successful despite these challenges. Although my parents only possess a seventh grade education, they have always given me sound direction and inspiration to further my studies.  My parents inspired me to choose a career where I can make a difference. Therefore, at an early age I knew that as an educator I could make a difference in students’ lives. In particular, in those students that sound, look, and had similar experiences like me.  

My experiences of privilege, oppression, and marginalization and my social identities have helped me develop a framework for my pedagogy in education, social justice, and leadership. When I am out in public or private spaces, I cannot always hide my racial and ethnic identities because these aspects are detectable visually and audibly to other people. Individuals often stereotype me because of my physical appearance: skin color, height, hair texture and color, among other characteristics. I vividly remember when I was in the eighth grade, my classmates, and even some teachers, would make fun of me because of my appearance, my inability to speak English, and my lack of knowledge about American culture and the educational system. Most recently, while giving a presentation in a university setting, an individual from the audience called me ignorant because of my accent. Despite experiences of marginalization I have faced, I recognize that I am privileged to study and understand the complexities of my racial and social identities, privileges and oppressions, while this is not the case for my peers back home.

These formative experiences, shaped by my educators and my parents, frame my teaching and research interests. I believe that research can change minds and hearts. Through research, I know that we can bring social justice issues to the forefront in order to continue promoting access and equity in higher education for Latinos/as and other communities of people that are consistently rejected by higher education.

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

Through qualitative methodology, my research explores the economic, social and political context of educational opportunities for historically marginalized communities of people, with an emphasis on Latinas/os. Given the growth of this population in the U.S. and their historically low achievement in education, I seek to analyze Latina/o students’ experiences in education. I am accomplishing this focus through three related lines of inquiry:  how Latina/o students experience and negotiate higher education environments; interrogating the very notion of masculinity, race and ethnicity in higher education; and the socialization of Latina/o students into the academy.

Most recently, I have expanded my research to explore the use of social justice terminology in higher education and student affairs, and understand the lived experiences of communities of people who experience hazing. Every year a young man or woman is physically, emotionally, and / or mentally injured, or students die due to a hazing-related activity. While every hazing experience is different and every institution has different definitions and policies for hazing, we cannot ignore, deny, or enable hazing.

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

The demographics in this country are continuously changing.  In 2011, data showed that Whites make up less than 50% of the three year-olds in the United States and that Latinos/as compose one-fifth of all enrollments from preschool to college.  Although Latinos/as are a largely growing population, we take on leadership roles and engage in educational opportunities in our communities or on a national level at a lower rate than other groups. Through a wide variety of venues, institutions can recognize and address the need to encourage Latino/a education and leadership in our educational system.  I strongly believe in the pervasive power of the public education system in doing this.  If students can see early in their schooling experiences Latino/a teachers and leaders in their own communities and schools, than they begin to believe that they too can achieve monumental things.  Therefore, this country needs a greater Latino/a presence within the education system. Knowing that we are still underrepresented in education and leadership roles motivates me to continue writing.

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

My research, pedagogy, and student affairs experiences inform my role as an educator of future student affairs professionals, and centers on fostering co-learning environments where students and I engage in collaborative learning. I draw from critical pedagogy, which challenges students to explore personal and systemic assumptions. As an educator, I believe in the power of questioning and using this tool as a strategy to advance learning. An excellent student affairs professional knows and understands students, including how they develop and learn; I continue to explore ways in which my students can be challenged and further educated. I also believe an educator is the most powerful of role models, and lives to serve. For this reason, I participate in developing and creating educational programs and research opportunities for all students. My research challenges student affairs professionals to think of their own assumptions of historically marginalized communities of people, and informs them with promising practices when working with students. 

Do you have final words of advice?

The work that we do as student affairs professionals it is challenging, and often times people forget to ‘thank you,’ ‘celebrate you,’ and ‘encourage you.’ Therefore, “when nobody else celebrates you, learn to celebrate yourself. When nobody else compliments you, then compliment yourself.  It’s not up to other people to keep you encouraged. It’s up to you. Encouragement should come from inside” (Osteen, J.).