Refers to a Mexican-American female who was raised in the United States. Chicana feminist refers to a sisterhood belonging among Latinas, and a strong mother-daughter bond. It also advocates for women’s rights and the rights for their children in education, clean and safe housing, jobs and safety for their husbands and medical benefits for their families ( Cotera, 1977 ; Espin, 1997 AU180: The citation "Espin, 1997" matches the reference "Espín, 1997", but an accent or apostrophe is different. ; Garcia, 1997 ). Chicana feminist consciousness grew from a struggle for equality with Chicano men and displeasure with Chicanas’ prescribed role in la familia ; women question the role that they are assigned within the family. The words Chicana and Latina are used interchangeably throughout this chapter to refer to women with Mexican ancestry.
Published in Chapter:
Retention of Rural Latina College Students, Engaging Strategic Leadership: A Chicana Feminist Theory Perspective on Retention
Copyright: © 2017
|Pages: 24
DOI: 10.4018/978-1-5225-1049-9.ch041
Abstract
The purpose of this study is to understand how the contextual complexities between Chicana feminist theory help leaders of higher education understand Latina retention in rural colleges and what Latina women encounter in their college experience. Despite the vast amounts of research that is known about the barriers they face in urban colleges (AACC, 2012; Biswas, 2005; ETS, 2007; NWLC, 2012; Payne & Fogerty, 2007), little is known about how a rural context affects the barriers and what works for Latinas that attend rural colleges. The purpose of the chapter is to learn from the literature review and from personal testimonials of what works and what these barriers to retention are and how administrators, and college personnel can better assist this population which will help Latinas succeed in rural colleges. This research is significant as a growing number of first generation Latina women are seeking a college education (Excelencia, 2010; McPhail, 2011; Santiago & Callen, 2010). This will have implications in the future of their lives and the future of higher education institutional policy, and not the least the future economic success of Latinas and how they view themselves as part of a positive college going experience (Cavazos, Johnson, & Sparrow, 2010; Gloria & Castellanos, 2012).