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Academic Socialization Experiences of Latina Doctoral Students

A Qualitative Understanding of Support Systems That Aid and Challenges That Hinder the Process

University of Missouri–Kansas City

This article examines the experiences of academic socialization for Latina doctoral students. Thirteen 1- to 2-hour semistructured interviews were conducted with Latina doctoral students attending U.S. research institutions who had been in their programs for 3 or more years. Through production theory, a phenomenological analytic approach of Latina doctoral experiences was conducted. Findings include support systems, challenges, resistance methods, and issues with claiming their academic voice. The article concludes with policy implications and a discussion.

Key Words: higher education • Latinas • doctoral students • academic socialization • qualitative

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