'I'm not like you, I'm different.'

Abstract

This narrative inquiry study explored the stories of six self-identified Latinas or Hispanic women who work as educational developers in postsecondary institutions. The study sought to understand the simultaneity of multiple social identities as experienced by the participants. Simultaneity is defined as a dynamic framework from critical feminist organization studies that examines the intersections of an individual's multiple social identities such as race, ethnicity, gender, class, nationality, and sexuality while at the same time interrogating internal organizational processes and external societal processes (Holvino, 2010). The work of educational developers impacts teaching and learning at the postsecondary level. While Latinas are a growing segment of college students and U.S. workers, they still face barriers in higher education and the professions. Knowledge generated from this research is anticipated to inform the practice of educational developers, faculty, and higher education administrators. Findings included how Latina educational developers are constantly negotiating the different facets of their identity, how they feel disconnected to power within their work roles and organizations, how they feel restricted within systems/structures, and how they desire to have an impact by creating more opportunities for other Latinas in the workplace. Recommendations focus on how Latina educational developers can use critical self-reflection as a form of professional development; why it's necessary to intentionally take up space, own, and grow their power within organizations; why it's important to acknowledge that organizations are gendered and racialized, and the need for Latinas to connect to initiatives at the local, state, and national level.--Author's abstract