Relying on Latina/Chicana feminist and critical race theories of identity, and "testimonio" as methodology of knowledge production (Latina Feminist Group, 2001), the authors examine the complexity of their professional and personal identities as academics and members of families and communities to theorize their common experiences as Latina/Chicana junior faculty. The brief "testimonios" that follow seek to illuminate the personal and professional experiences of Latina junior faculty in academia and the ways in which they navigate, negotiate, and contest gendernorms and expectations inside academia. They contend that Chicana/Latina junior faculty continue to navigate cultural "borderlands" in academia, as they struggle to carve a rightful place as scholars in their disciplines, while maintaining "compromiso" (or commitment) to their families, communities, and students in higher education as mothers, daughters, and activists.