Abstract
In this article, we suggest that just as there are barriers and challenges that are particular to Chicanas/Latinas in terms of student retention and persistence, so must the mentoring offered to these students take into account their particular social, cultural, and gendered contexts. In response, we argue for a model of mujerista mentoring, building on the work of Chicana/Latina feminist scholars and employing Gloria Anzaldua's notion of mestiza consciousness. Mujerista mentoring provides an alternative to traditional mentoring that focuses on assimilation by the protégé into the dominant culture of an institution of higher education. Instead, we suggest the need to bridge the academic, professional, and the personal in a culturally specific framework in order to create more meaningful and enduring mentoring relationships in the service of Chicana/Latina students' academic success.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of College Student Retention: Research, Theory & Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
