Latina/o Pathway to the PhD: Abriendo Caminos, The

Journal of College Student Development, Nov/Dec 2006 by Hernandez, Frank

The Latina/o Pathway to the PhD: Abriendo Caminos Jeanett Castellanos, Alberta M. Gloria, and Mark Kamimura (Eds.) Sterling, VA: Stylus, 2006, 286 pages, $24.95 (softcover)

Because Latinos are the most rapidly growing minority population in the country, and the majority are below 18 years of age (U.S. Census, 2001), it is both timely and fitting that The Latinalo Pathway to the PhD: Abriendo Caminos (The Open Road) appears as we explore a number of issues related to Latino education. This edited volume utilizes the metaphor of an educational highway to the Ph.D. and is divided into three sections: El Camino Recorrido (The Road Traveled), Navegando el Camino (Navigating the Path), and Aprendiendo de los Pasajeros (Learning from the Passengers).

Section one provides context, using descriptive data, personal stories, and educational research to document the educational journey of Latinos. In chapter one Patricia D. Quijada and Leticia Alvarez suggest that in order to increase the representation of Latinos in graduate school, K-8 educational experiences must be examined and gaps addressed. The authors highlight Latino enrollment trends and argue that familismo must be utilized in order to engage Latinos in the learning process. Similarly, Milton A. Fuentes examines factors associated with high school matriculation. The author challenges the notion of "dropping out" and suggests that the literature points to Latina/o students as being "pushed out" of school. Four contextual dimensions are listed that have shown to be successful in schools with high Latino enrollments.

Next, Alfredo G. de los Santos Jr. and Gerardo E. de los Santos provide valuable statistical data that ranges from characteristics of community college students to demographics on Latina/o transfer students, and earned degrees. The authors highlight the important role that community colleges play in the lives of Latina/o students as they pursue the bachelor's degree. Amaury Nora, Libby Barlow, and Gloria Crisp, examine the undergraduate experiences of Latina/o students and describe their characteristics, achievement, and persistence. The authors found a number of factors negatively influence the academic success of first-year Hispanic students. The final chapter, by Mark W. Clark, focuses on dean-based leadership and explores recruitment and retention of Latina/o master students as a cadre of potential doctoral students. Clark suggests an action plan for academic and graduate school deans in order to increase access to and degree attainment for Latina/o students.

Section two focuses on Navegando El Camino (Navigating The Path) and specifically explores the challenges and successes found on the educational highway for Latina/o students. Frances E. Contreras and Patricia Gandara address the under-representation of Latinos in Ph.D. programs. The authors present historical accounts of Latino education, emphasize the importance of Latina/o faculty in the lives of Latina/o students, and suggest interventions that institutes of higher education can employ in retaining Latina/o doctoral students.

The next three chapters focus on issues of identity and the Latina/o student. Tara Watford, Martha A. Rivas, Rebeca Burciage and Daniel G. Solorzano found that, despite an increase of Latina doctorates, Latinas experience margalization and develop resistance strategies that assist them through their graduate school experience. Next, Vasti Torres addresses the socialization process that Latina/os navigate in graduate school and suggests that Latina/o identity, including environmental and familial factors that influence it, have significant implications for higher education and research. Finally, Aida Hurtado and Mrinal Sinha explore the socialization process as it relates to Latinas and address the effects this process has on academic success and achievement. Lastly, Alberta M. Gloria and Jeanett Castellanos identify issues with which Latina/o students must contend in their doctoral training. Using a psychosociocultural model, the authors discuss common experiences, life roles, and familial expectations for the Latina/o graduate student.

The last section of this edited volume captures the authentic voices of Latina/o students, describing the complexities with which they must contend on their journey to the Ph.D. First, Mark Kamimura reflects on his own enculturation process as he pursued the Ph.D., highlighting environmental factors and the six phases of enculturation he encountered in his graduate studies. Similarly, Rocio Resales shares the changes that occurred when she found herself attending graduate school in a predominantly White institution in the Midwest. Next, Raul Ramirez captures the challenges of preserving his ethnic identity while pursuing his Ph.D. studies. Theresa Segura-Herrera's chapter is a reflective piece that emphasizes the role that family (extended family members included), friends, and advisors play in Ph.D. degree persistence. The next two chapters focus specifically on challenges related to gender. Claudio Gabriel Vera Sanchez describes his schooling experiences and the explicit challenges of being Latino and completing a doctorate. In contrast, Marisa Garcia relates her experiences as a Latina in the male-dominated STEM fields. She emphasizes the importance of mentoring and persistence. Similarly, David Alberto Quijada offers readers a very personal account of his experiences in graduate school and the role that mentoring has played in his work. Petra Guerra presents a story of determination and the personal and cultural supports that enabled her to complete her dissertation. The final chapter, written by the editors, synthesizes the experiences of the Latino doctoral students and ends with specific advice directed to students and university personnel interested in refuting myths about Latina/o graduate students.