Narratives from Latina Professors in Higher Education

Abstract

This article shares the lives of three Latina faculty members teaching in state colleges of education. Interviews revealed that the personal and professional experiences they encountered on a daily basis reflected tokenism in the academy, varying levels of support, and perceived burdens and expectations. All three women saw knowledge as contextual and often relied on feelings and intuition to describe and assess their lives in the academy. Recommendations for change within the academy are offered.

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