RT Journal Article
SR Electronic
T1 Latina/o Undergraduate Students Mentoring Latina/o Elementary Students: A Borderlands Analysis of Shifting Identities and First-Year Experiences
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 560
OP 586
DO 10.17763/haer.79.4.01107jp4uv648517
VO 79
IS 4
A1 Bernal, Dolores Delgado
A1 Alemán Jr., Enrique
A1 Garavito, Andrea
YR 2009
UL http://harvardeducationalreview.org/content/79/4/560.abstract
AB This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences served as sitios y lenguas (decolonizing spaces and discourses; Pérez, 1998)in which the undergraduate students were able to reflect on the ongoing transformation of their social and political identities, revealing the complex and fluid latinidades(Latina/o identities; Latina Feminist Group, 2001) that exist among the Latina/o university students. This article explores the physical and metaphorical borders (Anzaldúa, 1987) the undergraduates occupy, navigate, and challenge while they work simultaneously as mentors in a mostly Latina/o setting and as college students on a mostly white campus.