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Drawing on Latina/Chicana feminist and critical race theories and testimonio methodology, it explores “borderlands” experiences, negotiation of gender norms, and the tension between demands of academia and motherhood.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Bicultural and Bilingual Studies, Felicia Castro-Villarreal, is a professor in the Department of Educational Psychology, and Erica Sosa is a professor in the Department of Health and Kinesiology, all in the College of Education and Human Development at the University of Texas at San Antonio, San Antonio, Texas.  \nTestimonios  \nof Latina Junior Faculty: Bridging Academia, Family, and Community Lives in the Academy  \nBy Lilliana Patricia Saldaña, Felicia Castro-Villarreal, & Erica Sosa  \nIntroduction  \nThe academy can be a harsh and unforgiving environment with policies and expectations inherently biased against women, particularly women of color. This reality is no more apparent than in the gender and race differences in tenured and tenure track professor positions (Halpern, 2008; Medina & Luna, 2000; Van Anders, 2004; Vasquez-Guignard, 2010) . Differences are seen with 60% of males versus 40% of females attaining tenure (Perna, 2004) . These numbers are even more disconcerting for faculty of color in the academy. While Latinos constitute 16.3 percent of the U.S. population, Latinos only constitute 4 percent of faculty in higher education (Ponjuan, 2010). Only one percent of all professors in U.S. institutions of higher education are Latinas (Guignard-Vasquez, 2010) .  \nIn terms of underrepresentation by gender, systemic and familial barriers have been reported to play central  \nroles where scholarly productivity and service expectations often conflict with child rearing, bearing, and familial obligations. Still, other variables, including guilt, stress, and pressure to successfully juggle everything, must be recognized when examining 21st century gender inequities. This perpetual juggling act and the desire to do everything and be everything for everyone, partially attributed to social and cultural norms, often results in internal conflict over this sense of “push and pull” between the demands of academia and motherhood. While most working professionals and parents experience job and family-related stress, for female faculty, the aforementioned variables are amplified by traditional cultural and societal values and norms as marriage and motherhood appear to decrease the likelihood of pursuing or advancing in the academy (O’Laughlin & Bischoff, 2005; Mayer & Tikka, 2008) .  \nDespite advances in women’s rights and some change in female societal norms, the nature of the academy and its expectations and demands prevent change from occurring rapidly. Women, in general, and faculty ofcolor, in particular, navigate and contest multiplehierarchies ofoppression in the academy. Relying on Latina/Chicana feminist and critical race theories of identity, and testimonio as methodology of knowledgeproduction(Latina Feminist Group,2001), we examine the complexity of our professional and personal identities as academics and members of families and communities to theorize our common experiences as Latina/Chicana junior faculty. The brief testimonios that follow seek to illuminate the personal and professional experiences of Latina junior faculty in academia and the ways in which we navigate, negotiate, and contest gender norms and expectations inside academia. We contend that Chicana/Latina junior faculty continue to navigate cultural “borderlands” in academia, as we struggle to carve a rightful place as scholars in our disciplines, while maintaining compromiso (or commitment) to our families, communities, and students in higher education as mothers, daughters, and activists.  \nLiterature Review  \nLong-standing gender differences in academia demonstrate a long history of gender inequities. However, with rapid political, societal, and cultural change, a current and fresh perspective on the academy from the eyes of Latina junior female faculty is timely. Thus, the present study seeks to examine gender differences in the 21st century academy from the perspective of Latina junior female ","cbCaik39pYHarotq","https://ap.wps.com/l/cbCaik39pYHarotq","pdf",143342,18,"English","# Introduction\n## Literature Review\n## Women in the 21st Century Academy\n## Women and Motherhood","[{\"question\":\"What challenges do Latina junior faculty face in academia, according to the text?\",\"answer\":\"The text highlights gender and race bias embedded in institutional policies and expectations, creating additional barriers for faculty of color.\"},{\"question\":\"How do systemic and familial barriers affect scholarly productivity?\",\"answer\":\"It states that barriers and conflicting service expectations can collide with childrearing and familial obligations, intensifying stress and internal conflict.\"},{\"question\":\"What theoretical approach does the study use?\",\"answer\":\"It relies on Latina/Chicana feminist and critical race theories and uses testimonio as a methodology of knowledge production.\"}]","Testimonios of Latina Junior Faculty - Bridging Academia, Family, and Community Lives in the Academy | PDF",1792094725,45]