Roses and Thorns: Counterstories of First-Generation Latinx Faculty Pathways to and Through Doctoral Education and Into the Professoriate

ABSTRACT

First-generation Latinx faculty representing various institutional types (i.e., research-intensive, public, private, and community college) share counterstories of their educational experiences of doctoral programs and the professoriate. Guided by funds of knowledge framework, we share counterstories from lived experiences, revealing “roses and thorns” of being first-generation graduates and navigating the journey to and through faculty life. We share recommendations for Latinx scholars interested in the professoriate, including those transitioning from student affairs administration into faculty roles or dual roles as administrators and faculty. We also offer recommendations for institutional actors interested in recruiting, holistically supporting, and retaining their first-generation Latinx faculty.

KEYWORDS:

• Latinx
• faculty
• first-generation
• counterstories
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Although recognizing the original term “mentor” is not specific to men/male-identifying individuals (Malderez & Bodsczky, 1999), we use the term “fem/mentor” to disrupt patriarchal ideologies and to challenge traditional gender norms associated with mentorship by shifting away from male-dominated perspectives and preconceived notions about who can mentor. In addition to some of our male and men-identifying mentors referenced throughout this article, we aim to acknowledge the valuable guidance and leadership of female, women, and femme-identifying individuals who have and continue to act as our role models, supporters, advisors, educators, and sponsors.