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This autoethnographic study highlights the mutually sustaining relationship between Chicane/Latine professors and Chicane/Latine students at the margins of the university. Engaging in thematic analysis and guided by critical race theory and LatCrit, the study centers on the voices and experiences of junior faculty teaching in a Hispanic Serving Institution (HSI). Authors build on Valenzuela’s (1999) concept of authentic care to forward what they call Reciprocal Authentic Care (RAC). RAC between Chicane/Latine faculty and students encompasses shared histories, mutually sustaining practices, commitments to community, and reciprocal support for retention. Findings have implications for moving beyond HSI as a symbolic designation toward one that truly values, retains, and sustains Chicane/Latine faculty and students.

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Chicane Faculty and Students Navigating Whitestream Institutions Through Reciprocal Authentic Care

  • 章节

  • 发表日期：

    2025年

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  • Diane Mendoza Nevárez,
  • Arturo Nevárez

摘要

This autoethnographic study highlights the mutually sustaining relationship between Chicane/Latine professors and Chicane/Latine students at the margins of the university. Engaging in thematic analysis and guided by critical race theory and LatCrit, the study centers on the voices and experiences of junior faculty teaching in a Hispanic Serving Institution (HSI). Authors build on Valenzuela’s (1999) concept of authentic care to forward what they call Reciprocal Authentic Care (RAC). RAC between Chicane/Latine faculty and students encompasses shared histories, mutually sustaining practices, commitments to community, and reciprocal support for retention. Findings have implications for moving beyond HSI as a symbolic designation toward one that truly values, retains, and sustains Chicane/Latine faculty and students.