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ERIC Number: EJ1148944
Record Type: Journal
Publication Date: 2017-Jun
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1941-3432
Narratives Lost in the Box: The Trichotomy of Latina Student Identity Transition Stages Due to Mass Media and On-Campus Stereotyping
Martinez-Vogt, Emily
Research in Higher Education Journal, v32 Jun 2017
This theoretical paper is based on a larger study focused on understanding the experiences of Latina community college students. The purpose of this paper is to expand upon the Silence to Resilience Model, which involves four phases that Latinas encounter upon or throughout their transition to community college including: (1) Racism on campus, (2) Emotional reactions to the racism encounter(s), (3) Silence and resilience, and (4) Outcomes ranging from motivation to persistence. Throughout the four phases the transition of identity occurred for the participants of the larger study conducted. The identity transition experience that emerged from the larger study's findings involves growing and developing a new or modified identity as a Latina community college student who experiences unique challenges and barriers due to being Latina. Presented in this paper is the Identity Transition Cycle within The Box, a model involving a trichotomy of stages during which the identity evolves including: (1) Clarity and Insight, (2) Shifting Facet of Self, and (3) Embrace of Self. The identity transition cycle also encompasses Latina students gaining an understanding that barriers and oppressive experiences on campus are unique in that they occur due to being Latina. Although the identity transition that occurs along the continuum ultimately yields itself to an embrace of self, the process of identity transition for Latina community college students is often cyclical and influenced for better or worse by mass media and campus stereotyping.
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A