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

doi:https://doi.org/

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: 137 | Number of Download: 358

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Abstract

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.

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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.

Harvard
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.

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