Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Orkideh Mohajeri, Ph.D

Committee Member

Taryn Myers, Ph.D

Committee Member

Emily Aguiló-Pérez, Ph.D

Abstract

Latina college students remain the fastest growing student population within the United States higher education system. However, when discussing the Latina identity, monolithic assumptions remain at the forefront. When faced with systems of oppression, Latinas experience intersectional struggles that ultimately render their college experiences invisible. Using the theoretical frameworks of Mestiza Consciousness (Anzaldúa, 2021) and Intersectionality (Crenshaw, 1989) this testimonio-qualitative study explored how Latina college students made sense of their racial/ethnic identity and the intersectional forces that then shaped their testimonios of strength and struggle within higher education. I interviewed eleven Latina identifying students utilizing a testimonio method and analyzed the data through my theoretical frameworks. As such, seven prominent testimonios were identified. The findings suggest that three racial groupings: Mixed-Latinas, white-passing Latinas, and Latina who did not choose a racial identify all experienced three phrases when making sense of their identity. These phases included: (1) self-questing, (2) outside forces validating or invalidating identity, and (3) reclamation. These participants also experienced intersectional forces such as racialized and gendered assumptions, financial barriers, and white patriarchal norms that influenced their college experience. Despite these systemic prejudices, Latina college students remained successful and resilient.

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