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Learning Experiences of LGBTQ Latina...

Hestres Garcia, Annette M.

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Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico./
Author:	Hestres Garcia, Annette M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10666514
ISBN:	9780355330564

Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico.
Hestres Garcia, Annette M.

Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 170 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

This narrative study explored how a select a group of Latina, Chicana, and Puerto Rican faculty members identifying as lesbian, gay, bisexual and / or queer (LGBQ) in higher education institutions in the United States and Puerto Rico learned to succeed as university faculty members as they learned their institutional culture. The theoretical framework included intersectionality and experiential learning from lived experiences. Narrative analysis (Reissman, 2008), thematic analysis (Braun and Clarke, 2006) and cultural comparison (Postlethwaite, 1988) guided the data analysis. In this study, I present negotiations of space and the implications of the universality of binarism within the academic institutional context for LGBQ Latina, Chicana, and Puerto Rican faculty members.

ISBN: 9780355330564Subjects--Topical Terms:

543202
Adult education.

Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico.
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245 1 0 $a Learning Experiences of LGBTQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico.
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300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Fred Schied.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
520 $a This narrative study explored how a select a group of Latina, Chicana, and Puerto Rican faculty members identifying as lesbian, gay, bisexual and / or queer (LGBQ) in higher education institutions in the United States and Puerto Rico learned to succeed as university faculty members as they learned their institutional culture. The theoretical framework included intersectionality and experiential learning from lived experiences. Narrative analysis (Reissman, 2008), thematic analysis (Braun and Clarke, 2006) and cultural comparison (Postlethwaite, 1988) guided the data analysis. In this study, I present negotiations of space and the implications of the universality of binarism within the academic institutional context for LGBQ Latina, Chicana, and Puerto Rican faculty members.
520 $a The findings indicate an overlapping of themes between two cultures: United States and Puerto Rico. Similar themes between the two cultures were: memory, turning-point, ally, emotional intelligence, and learning. However, distinctions appeared these themes were culturally performed. First, memories expressed by the U.S. participants highlighted experiences of class, tokenism, family culture, value of education, and socio-culture/ethnicity, while memory for participants in Puerto Rico dealt with silence, invisibility, and normative social pressures. Second, turning points for participants in the U.S. meant realizing they could become professors, whereas for participants in Puerto Rico, turning points were related to visibility. Third, common themes between cultures were being allies and using emotional intelligence to negotiate space as faculty members. Fourth, exemplary institutional citizenship distinguished LGBQ--Latina, Chicana faculty members from non-LGBQ faculty members. Fifth, implications of the universality of binarism and negotiating space were evidenced in the lived experience of LGBQ Latina and Chicana faculty members.
520 $a This research contributes to the field of women's studies, adult education and comparative and international education as groundwork for future studies focused on queer Latinas, Chicanas, and Puerto Rican who learned success in their field despite the conditions, actions and perceptions experienced by a selected group of participants amidst a specific culture. Queer Latinas, Chicanas and Puerto Ricans are the subject of the research. More research highlighting their learning as much as their accomplishments are needed to expand the research literature.
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