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Living In/Between Two Worlds: Narratives of Latina Cultural Brokers

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Living In/Between Two Worlds: Narratives of Latina Cultural Brokers Living In/Between Two Worlds: Narratives of Latina Cultural Brokers in Higher Education DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jennifer Rose Lando, MA Graduate Program in Education: Policy and Leadership The Ohio State University 2015 Dissertation Committee: Dr. Tatiana Suspitsyna, Advisor Dr. Theresa Delgadillo Dr. Susan R. Jones Copyright by Jennifer Rose Lando 2015 Abstract The purpose of this narrative study was to explore how Latina cultural brokers understand their role in translating and interpreting complex, adult situations for their families, called cultural brokering, and how that background shapes their collegiate experiences. While much of the higher education literature in recent years has focused on the access, retention, and unique experiences of underrepresented students, little is known about the unique experiences of cultural brokers and their college processes. Methodologically, narrative inquiry was conducted through semi-structured interviews and multiple modes of coding and analysis. Ten Latinas from a large, predominantly white institution in the Midwest discussed the stories of their background and everyday experiences. Each distinct narrative was presented individually to preserve the women’s voices and emphasize the students’ unique lived experiences. The findings of this study were analyzed through four central themes: familial engagement, sense of independence and self-efficacy, seeking “The College Experience,” and giving back. Additionally, Spanish language performance was seen as a cultural marker; cultural brokering was both advantageous to the family and to the broker, as well as a burden to the broker. As students prepared for or entered the college environment, familial engagement was a factor as students made decisions. In college, their cultural brokering background emerged, as students utilized what they gained in terms of utilizing the acquisition of authority, being a speaker or advocate, with a sense of accomplishment, ii independence and self-efficacy, and giving back, as they navigated college-going processes and sought “The College Experience.” As a result, many of the participants stated that they often felt as if they lived “in” or “between” two worlds. This phenomenon of living in/between two worlds was compared to Gloria Anzaldúa’s (1987) Borderlands. This is a new consciousness with a tolerance for ambiguity as students both maintain their ethnic identity and adapt to the college environment. A model of Cultural Brokering In/Between Two Worlds was presented, suggesting that navigating between the two worlds both overlaps and is fluid, which does not require students having to choose between multiple identities, ideologies and cultures. The results of the study may be beneficial for informing institutional policy, particularly in terms of academic programs, admissions, engaging parents, financial aid, and support services as well as behavioral and psychological aspects of campus climate. Additionally, since cultural brokers are living in/between two worlds, their ability to adapt to an otherwise unwelcome environment, with the support and engagement of their families, is a significant benefit. The students themselves have a set of experiences that foster a sense of independence, accomplishment, and self-efficacy that is not always present in traditionally aged college students. iii Dedication This dissertation is dedicated to my parents, Phyllis and Richard Lando, My very first educators, who have inspired, loved, and supported me beyond measure, Con amore. In Loving Memory of Salvatore and Rose Lando, Frank and Caroline Bentivenga, And my great-grandparents who left their world behind in Italy to provide a better life for their family in New York. Con amore, risposare in pace iv Acknowledgments When I applied to the doctoral program, someone had told me that writing a dissertation was “a very solitary, lonely process.” While that is (mostly) true, in my experience, it truly takes a village. Many thanks to my dissertation committee for sharing their wisdom, engaging in this project, and challenging me. To my advisor, Dr. Tatiana Suspitsyna: From the very first course I took with you, as a non-degree student, in your first quarter at Ohio State, through the completion of this manuscript, you have challenged me to make this the best it could be, to think critically, and most importantly, you stuck with me and shepherded me through this dissertation process. Your rigorous approach has made me a better writer and your humor eased my anxiety. I look forward to our continued relationship and future collaborations. To Dr. Theresa Delgadillo: The early stages of this dissertation topic were formulated during your course and the memoir we read. You have been a part of this project from its inception, and I am indebted to you for your knowledge, insight, and extensive contributions, which challenged me to consider multiple options and possibilities with my analysis. To Dr. Susan Jones: I very much appreciate you agreeing to serve on my committee and offer your expertise, thought-provoking, detailed feedback, and the developmental lens, all of which improved this manuscript greatly. v I was fortunate to receive a Department of Educational Studies Dissertation Research Grant in the spring of 2015, which helped fund this study. Thank you to Dr. Eric Anderman, Chair, and the faculty and staff on the committee. To members of my cohort, Sean, Seth, Mitsu, and Tara: We’ll always have Cazuela’s! Seth and Mitsu, I appreciate you giving me feedback on my proposal through the years. Tara, your encouragement always came when most needed. Sean, my friend, I will always value our coffee dates, shared outlook, and your humor and encouragement. To the #sadoc community, Dr. Melissa Johnson, Dr. Monica Fochtman, Dr. Cindy Kane, Dr. Carolyn Golz, Dr. Josie Ahlquist, Liz Gross, Laurie Berry, Rich Akers, Jason Cottrell, and others: Your support and our twitter chats have been invaluable and always seemed to provide the motivation I needed. I look forward to continued conversations. I have had the extraordinary privilege of working with supportive faculty and staff during my career. Dr. Jackie Blount: thank you for allowing me the time to complete my candidacy exams and providing me with additional resources. Dr. Bryan Warnick: thank you for your support during the final push. It’s truly a pleasure working with you and I look forward to continuing to do so. Dr. John Wanzer: I have known you from my first days at Ohio State, which makes me very fortunate. I appreciate your wisdom, humor, sensibility, esoteric vocabulary, and the willingness to field emails and phone calls with the never ending odd questions for which I need advice. Thanks to my staff in Undergraduate Student Services for their patience and understanding, and to Ben Forche, who applied his design expertise on the model. To one of my dear friends, Kynthia Droesch, thank you for always standing by my side throughout the years and especially on defense day. Love you, friend! vi To my four peer reviewers, two who wish to remain anonymous, Ramsey Piazza, and especially Dr. Holly Asimou, who I dubbed my “dissertation guardian angel.” Your feedback and comments helped improve my thinking about my data and findings. Holly, I cannot thank you enough for all of your support, texts, chats, feedback, and encouragement during the home stretch. We are lucky to have you on our staff! To my family, Aunt Jane, Aunt Marianne, Aunt Joan, and Aunt Carol: thank you for your love, unending support, and check-ins, which have meant the world. I truly am blessed with a great family. To Pat and all of the Schirtzingers: thank you for welcoming me into your family and providing me with encouragement. I love you all so much. To Melissa: you were there for me at the beginning of this process and finished strong at the end. You gave me the time and space to write papers and candidacy exams in the middle of the night or early on Saturday mornings while you took care of Alessia. We’re in each other’s lives for a reason. Thank you for all your support. Lots of love. To my dear, dear friend and my sister, Leslie Trahant: This dissertation would not have been completed without you! Your support was unwavering, from trying to strategize finding participants, asking thoughtful questions, solving my unending battles with Word, always checking in, and above all else, being a lifelong friend. Love you. To my Mom and Dad: this dissertation has been dedicated to you. I can only hope that I have made you proud throughout my life. You’ve always pushed me, supported me, and the list goes on. I don’t know if the “intervention” at your house was spontaneous or planned, but it certainly was the turning point to not letting this degree go with everything else that had happened. This is for you and all of the sacrifices you’ve made throughout your lives to ensure I had an education and a path in life. Thanks, Dad, for always being vii there for me and talking me through things. Thanks Mom, for providing feedback, editing, and contributing thoughts from your own experiences. This is much your achievement as it is mine. And to my smart, beautiful sister, Mary, who is one of the strongest people I know: Thank you for your support throughout life. I love you all. To my smart, silly, compassionate, beautiful, loving kids, Alessia & Jackson: you are an amazing treature. I never knew that the kind of love I have for you existed until I held each of you in my arms when you were born. You have never known your Mama without being a doctoral student. You have been so patient as I finished my “homework” and had to miss out on your events.
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