University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2015 Tejanos in College: How Texas Born Mexican- American Students Navigate Ethnoracial Identity Tomás Sanchez University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Higher Education Commons, Higher Education Administration Commons, and the Latin American Studies Commons Recommended Citation Sanchez, Tomás, "Tejanos in College: How Texas Born Mexican-American Students Navigate Ethnoracial Identity" (2015). Graduate College Dissertations and Theses. 344. https://scholarworks.uvm.edu/graddis/344 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. TEJANOS IN COLLEGE: HOW TEXAS BORN MEXICAN-AMERICAN STUDENTS NAVIGATE ETHNORACIAL IDENTITY A Dissertation Presented by Tomás Sanchez Jr. to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2015 Defense Date: March 26, 2015 Dissertation Examination Committee: Jill Tarule, Ed. D., Advisor Thomas Macias, Ph.D., Chairperson Kathleen Manning, Ph.D. Cynthia Reyes, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT For Latin@s in the United States, navigating the spectrum of racial and ethnic identities can be complicated. This same complication has the potential to affect one of the largest groups of Latin@s in the nation: Mexican-Americans living in Texas or Tejanos. Through qualitative analyses of interviews and surveys and the use of an ecological framework on identity development theories for Latin@s, Native Americans, Multiracial peoples and those in the Mexican diaspora, this study examines various factors that influences the ethnoracial identity choice of Tejano college students. Findings revealed that there were several common themes across all the participants, even those who did not identify as Tejano. Geographical origin of parents and family and community influence emerged as a noticeable reason as to why students identified as Tejano. A connection to generations of family in the United States and Mexico also impacted how strongly students identified ethnoracially as Tejano. In addition, experiences of “not being enough” galvanized some students to a stronger Tejano identity. Other themes included the impact of physical appearance, growing up with Spanish in their household, and Tejano representation in media. Recommendations are targeted to staff and faculty who work with Latin@ students, especially Mexican-Americans in Texas, to provide opportunities to explore and support a more complex ethnoracial identity including connection with their cultural traditions, education on Latin@ history, an examination on the impact of language on identity, and consideration of ethnoracial affinity group work. ACKNOWLEDGEMENTS There are many individuals who have assisted and encouraged me through my doctoral process and in general my time at the University of Vermont. It would be difficult to name everyone but there are a few key people and offices who have been invaluable to my work: Mi familia, in Texas and across the country, has supported my education every step of the way, even as it has taken me on an incredibly long and distant voyage. I hope that I can return to the land that made me what I am. My amazing partner Sarah J. Hendel for her love and energy, even as she has completed her own graduate work. I look forward very much to spending some free time together finally and a much deserved vacation. She made it possible to keep on pushing through. My committee members- Dr. Jill Tarule, for her constant support, thoughtful feedback, and all around good vibe. Thank you for keeping me on track. Dr. Thomas Macias, for his knowledgeable resources, encouragement, and listening ear. Dr. Kathleen Manning, for being a strong and steady presence, allowing me to share my experiences with various HESA classes and giving me a voice. Dr. Cynthia Reyes, who has been excited about this project and whom I am grateful to get to know along this amazing journey. My amazing work colleagues and supervisors, including Dr. Alvin Sturdivant who got me to this crazy place to begin with, Dr. Stacey Miller, for her consistent commitment to social justice and diversity, and Dr. Kathy Cook, for ii her loving challenge and support. All of you helped to shape my professional and personal growth with amazing opportunities and development. I hope that I can continue to make y’all proud. All my friends who have not seen me in weeks/months. My amazing cohort and especially Beth White and Megan Munson-Warnken for their inspiration and wacky adventures. To the participants of this study for their thoughts, authenticity and generous time. Para los todos that could not be here today including Elizabeth FitzSimon, my grandmothers Beatriz Garcia and Consuleo Nava Sanchez, Dr. Kathy Cook, Liz Cross, Albert Garcia, Sr, Amador Garcia, and Lyvia Solis. iii TABLE OF CONTENTS Acknowledgements ........................................................................................................ ii List of Tables ................................................................................................................ vii List of Figures ............................................................................................................. viii Chapter 1- Weaving a Path ............................................................................................. 1 2012 Pilot Study ...................................................................................................... 3 Purpose and Research Questions ............................................................................ 6 Tejano ..................................................................................................................... 7 Chapter 2- Literature Review ....................................................................................... 10 A Portrait of Latin@s ............................................................................................ 10 Ethnoracial Identity Development Models ........................................................... 11 Chapter 3- Research Methodology ............................................................................... 20 Purpose of Study and Research Questions ............................................................ 20 Methods................................................................................................................. 20 Data Collection ..................................................................................................... 23 Data Analysis ........................................................................................................ 26 My Subjective Lens .............................................................................................. 26 iv Trustworthiness ..................................................................................................... 29 Ethical Issues ........................................................................................................ 30 Chapter 4- Findings ...................................................................................................... 32 Introduction to Narratives ..................................................................................... 32 Salient Tejano Identity .......................................................................................... 33 Non-Salient Tejano Identity .................................................................................. 41 Naming Ethnoracial Identity ................................................................................. 45 Themes Across Narratives .................................................................................... 60 Summary ............................................................................................................. 110 Chapter 5- Discussions and Implications for Higher Education ................................ 112 Discussion and Research Questions.................................................................... 112 Implications......................................................................................................... 119 Recommendations ............................................................................................... 121 Limiations of Study............................................................................................. 123 Final Thoughts .................................................................................................... 125 References .................................................................................................................. 127 Appendices ................................................................................................................. 136 v Appendix A. Instruction Letter ............................................................................ 136 Appendix B . Informed Consent-SAMPLE .......................................................... 138 Appendix C . Questionnaire ...............................................................................