International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2008, Vol. 4(2) 6-21

Modern day Latino Professors used C.H.I.L.E. to succeed   in graduate school:  Five strategies from the front  lines

Esteban Alejandro Renaud & Giovanna Suarez-Renaud

pp. 6 - 21   |  Manu. Number: ijpe.2008.006

Published online: June 15, 2008  |   Number of Views: 29  |  Number of Download: 263


Latinos with doctorate degrees working in academe were interviewed about their experiences in graduate school. They were asked to elaborate upon what  they considered to be their most meaningful experiences that shaped their personal,  academic and intellectual lives that influenced their success throughout  graduate  school. A thematic analysis of the interviews revealed five major findings that can be summed up by the acronym C.H.I.L.E. These crucial events and circumstances were experienced by all the interviewees. They were both positive and negative, and were shaped by a complex interplay of the influence of critical masses and peers, a search    for identity and individuality, professional guidance, intellectualism, varied campus culture and time.


How to Cite this Article?

APA 6th edition
Renaud, E.A. & Suarez-Renaud, G. (2008). Modern day Latino Professors used C.H.I.L.E. to succeed   in graduate school:  Five strategies from the front  lines . International Journal of Progressive Education, 4(2), 6-21.

Renaud, E. and Suarez-Renaud, G. (2008). Modern day Latino Professors used C.H.I.L.E. to succeed   in graduate school:  Five strategies from the front  lines . International Journal of Progressive Education, 4(2), pp. 6-21.

Chicago 16th edition
Renaud, Esteban Alejandro and Giovanna Suarez-Renaud (2008). "Modern day Latino Professors used C.H.I.L.E. to succeed   in graduate school:  Five strategies from the front  lines ". International Journal of Progressive Education 4 (2):6-21.

  1. Adam, M. (2001). The research connection: Hispanics and doctorates. Hispanic Outlook, 11, (13), 9-12. [Google Scholar]
  2. Aguirre, A. & Martinez, R. O. (1993). Chicanos in highereducation: Issues and dilemmas for the 21st century. ASHE-ERIC  Higher  Education  Reports, George Washington University,  One Dupont Circle, Suite 630, Washington,  DC      20036-1183.        Retrieved           from: ttp:// h_SearchType_0=no&accno=ED365206. [Google Scholar]
  3. Chavkin, N. F., & Gonzalez, D. L. (1995). Forging partnerships between Mexican American parents and the schools. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Retrieved from: [Google Scholar]
  4. Cuadraz, G. H. & Pierce, J. L. (1994). From scholarship girls to scholarship women: Surviving the contradictions of class and race in academe. Explorations in  Ethnic Studies, 17, (1),  21-44. [Google Scholar]
  5. Dewey, J. (1938). Experience and Education, New York: Collier   Books. [Google Scholar]
  6. Gandara, P. (1982).   Passing through the eye of the    needle: High achieving Chicanas. Hispanic Journal of Behavioral Sciences, 4,  167-179. [Google Scholar]
  7. Gandara, P. (1993). Choosing higher education: The educational mobility of Chicano students: A report to the Latina/Latino policy research program. CPS report. EDRS Document number:   ED374942. [Google Scholar]
  8. Gandara P. (1995). Over the ivory walls: The educational mobility of low income Chicanos. State University of New York  Press. [Google Scholar]
  9. Gaquin D. A. & Debrandt K. A. (Eds.). (2000). Education statistics (2nd ed.). Lanham, MD: Bernan Press. [Google Scholar]
  10. Garcia, E. (1999). Student cultural diversity: Understanding  and  meeting  the  challenge (2nd ed.). NY: Houghton Mifflin  Company. [Google Scholar]
  11. Gonzales, K. P., Marin, P., Figueroa,  M., Moreno, J. F., Navia, C. & Perez, L. X.  (2000, November 17th.). Inside doctoral education in America: Voices of Latinas/os in pursuit of the Ph.D. Paper presented at the annual meeting of the Association for the Study of Higher Education.   Sacramento  California. [Google Scholar]
  12. Hurtado, A. (1997). Understanding multiple group identities: Inserting women into cultural transformations.  Journal of Social Issues, 53 (2),   299-328. [Google Scholar]
  13. Hurtado,  S.  (1994).  The  institutional climate for talented  Latino  students.  Research in Higher Education, 35 (1),  21-41. [Google Scholar]
  14. Hurtado, A., & Garcia, E. (Eds.). (1994). The educational achievement of Latinos: Barriers and successes (University of California  Latino  eligibility  study  1994). Santa Cruz: University of  California [Google Scholar]
  15. Latina Feminist Group (2001). Telling to live: Latina feminist testimonios. Duke University Press:   Durham, NC. [Google Scholar]
  16. Lincoln Y. & Guba, E. (1985).  Naturalistic inquiry.  NY:    Sage. [Google Scholar]
  17. Louque, A. L. & Garcia, H. M. (2000). Hispanic American and African American women scholars.  Race, Gender & Class, 7,  35-57. [Google Scholar]
  18. Martinez, J. L., & Mendoza, R.  H.  (1984).  Chicano  psychology.  FL:  Academic  Press. [Google Scholar]
  19. National Center for Educational Statistics (2000). Digest of Education Statistics. [Google Scholar]
  20. Nettles, M. T. (1990). Success in doctoral programs: Experiences of  Minority and White students. American Journal of Education, 64 (2),   494-522. [Google Scholar]
  21. Padilla,  A.  (1995).   Hispanic  psychology:  Critical  issues  in  theory  and   research. Thousand Oaks, California. [Google Scholar]
  22. Patton. M. Q. (1980). Qualitative evaluation methods. Sage Publications. London, England. [Google Scholar]
  23. Ramirez, M. (1999). New developments  in  Mestizo  psychology:  Theory,  research, and application. JSRI Occasional Paper #46. The Julian Samora Research Institute, Michigan State University, East Lansing,   Michigan. [Google Scholar]
  24. Ramirez, M. (1998). Multicultural/multiracial psychology: Mestizo perspectives in personality and mental health. Northvale NJ: Jason Aronson   Inc. [Google Scholar]
  25. Solorzano, D. G. (1998). Critical race theory, race and gender microaggressions, and  the experience of Chicana and Chicano scholars. Qualitative Studies in Education, 11 (1), 121-136. [Google Scholar]
  26. Suarez, S. A., Fowers, B. J., Garwood, C. S., & Szapoczik, J. (1997). Biculturalism, differentness, loneliness, and alienation in Hispanic college students. Hispanic Journal of Behavioral Sciences, 19 (4),  489-505. [Google Scholar]
  27. Tinto, V. (1993). Leaving college (2nd ed.).  Chicago:  The University of Chicago  Press. [Google Scholar]
  28. Trueba,  E.  T.  (1997).  The  education  of Latino  students: Is school reform   enough? New York: ERIC Clearinghouse on Urban Education, New   York. [Google Scholar]
  29. US Census Bureau (2000). Census statistics. Retrieved March 2nd, 2000, from: [Google Scholar]
  30. U.S. Department of Education. (2006).  The condition of education.  Retrieved April  6th,  2007,  from: [Google Scholar]