Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

Tamara J. Hinojosa; Jo Lynn V. Carney

doi:10.1002/ceas.12045

Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

Tamara J. Hinojosa, Jo Lynn V. Carney

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

23 Scopus citations

Abstract

The authors used narrative inquiry and Anzaldúa's () bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the doctoral program culture affected their professional identity. Implications for counselor education include engaging Mexican American women in academic activities congruent with their ethnic identities.

Original language	English (US)
Pages (from-to)	198-215
Number of pages	18
Journal	Counselor Education and Supervision
Volume	55
Issue number	3
DOIs	https://doi.org/10.1002/ceas.12045
State	Published - Sep 1 2016

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology
Clinical Psychology

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10.1002/ceas.12045

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Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

Abstract

All Science Journal Classification (ASJC) codes

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