Latinx first-generation college graduates often experience a myriad of structural, emotional, financial and academic barriers while navigating higher education as undergraduate and graduate students and later, if they become faculty members. While many studies have documented these struggles within the field, the political, methodological and pedagogical praxis of testimonio has been used to reflect on and document these struggles in ways that give the authors agency in retelling and reclaiming their experiences of marginalization and resistance. In this paper, the authors build on the metaphor of a labyrinth to describe how higher education can often feel similar to a maze-like path to navigate, yet, the spiritual and reflective practice of labyrinth- walking involves three stages of soul development which can also be experienced through testimonio: releasing, receiving and returning to oneself
The lack of proper representation of women of color in the field of bilingual science, technology, engineering, and math (STEM) is a crucial matter when addressing the needs of the US as a country moving toward diversity and inclusion. The research project represented in this paper investigates and addresses the need for teacher preparation courses that will adequately set up their bilingual preservice teachers to enter into the field with the proper background experiences to engage their future students in STEM related lessons. Findings reveal the negative ideologies related to gender bias found in teacher education, the importance of STEM related women empowerment, and how those vested in STEM education must continue to debunk the impostor syndrome felt by students in STEM related fields. Despite the challenges present for women in bilingual teacher preparation programs in STEM, we must continue to create sanctuaries where students of color can thrive in environments that are conducive to their unique experiences and fulfill their learning needs in STEM.
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