Abstract:

Higher education scholarship has underscored how contextual influences within and outside institutional settings influence students' developmental journeys. A subset of research has examined how Latinx/a/o students broach questions of identity while in college and how families inform their development. Yet, little scholarship has investigated how Latina collegians uniquely experience familial influences given their multiple minoritized identities. Centering the stories of 12 Latina collegians, this narrative study explored how they made meaning of their intersecting identities as they entered and moved through higher education, with their maternal relationships as a central area of interest. We studied how Latinas described verbal and implicit messages from their mothers; we then analyzed how these participants discussed their meaning-making processes relative to those messages using the intersectional model of multiple dimensions of identity (Jones et al., 2013) as a framework. Findings revealed the following: (a) maternal figures' early influence on the recognition of one's social location and systems reinforcing their positioning, (b) meaning making in college that complicated what participants learned about their identities from their mothers, and (c) strategies Latina collegians used to reconcile maternal and other external influences as they moved toward living authentically. We provide implications for future research on Latina collegians' identity development, as well as recommendations for higher education and student affairs practice.

摘要：

高等教育奖学金强调了机构内部和外部的背景影响如何影响学生的发展历程。一部分研究调查了拉丁裔/非裔学生在大学期间如何提出身份问题以及家庭如何影响他们的发展。然而，很少有学术研究考虑到拉丁裔大学生的多重少数民族身份，他们如何独特地经历家庭影响。这项叙事研究以 12 名拉丁裔大学生的故事为中心，探讨了他们在进入高等教育并接受高等教育时如何理解自己的交叉身份，并将母性关系作为关注的中心领域。我们研究了拉丁裔如何描述来自母亲的口头和隐含的信息；然后，我们使用身份的多个维度的交叉模型（Jones et al., 2013）作为框架，分析了这些参与者如何讨论与这些消息相关的意义制定过程。调查结果揭示了以下内容：(a) 母亲形象对一个人的社会地位认知和强化其定位的系统的早期影响；(b) 大学中的意义建构使参与者从母亲那里了解自己的身份变得复杂；(c) 策略拉丁裔大学生在走向真实生活的过程中常常会调和母亲和其他外部影响。我们为拉丁裔大学生身份发展的未来研究提供启示，