Dissertation/Thesis Abstract

Homes as grounding counterspaces: Mexicana undocumented students utilizing mother-daughter pedagogies of resistance to succeed in higher education
by Pulido, Brenda B., M.A., California State University, Long Beach, 2015, 165; 1598652
Abstract (Summary)

In this study, I used testimonio as Methodology to conduct and analyze interviews with 11 undergraduate Mexicana undocumented students. Utilizing and expanding upon Latina/o Critical Theory and Chicana Feminisms as the overarching theoretical frameworks, my analysis revealed that participants drew on cultural assets they obtained in their homes to resist institutional barriers and Racist Nativist Microaggressions—both rooted in Institutional Racism—they faced in K-16 academic institutions.

Students developed strategies to access and navigate higher education despite institutional barriers by drawing on what I coin "Mother-Daughter Pedagogies of Resistance" learned within their homes. Moreover, I developed the term "Grounding Counterspaces" to illustrate how students' homes were spaces that allowed them to challenge, resist, and heal from Racist Nativist Microaggressions. These findings serve as tools to improve assets-based institutional support for undocumented students and to advocate for a comprehensive immigration reform that recognizes the humanity of undocumented students, families, and communities.

Indexing (document details)
Advisor: Portnoi, Laura
Commitee: Aguayo, Robert, Perez Huber, Lindsay
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 55/01M(E), Masters Abstracts International
Subjects: Womens studies, Individual & family studies, Hispanic American studies, Higher education
Keywords: Activist resistance, Feminism, Higher education, Mexican women, Racist nativism, Undocumented
Publication Number: 1598652
ISBN: 978-1-339-03882-7
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