You’re on Your Own, Kid: Autoethnography of a First-Generation Latino Doctoral Student

Abstract

This study explores the multifaceted challenges and experiences of a first-generation, bisexual, Latino doctoral student navigating academia within a predominantly White institution. The research employs an autoethnographic approach to delve into the intersections of ethnic identity, sexual orientation, and first-generation status and how these elements influence the experience of trauma, representation, and belonging in higher education. The study draws on personal narratives, reflective journaling, and an extensive literature review to understand these intersecting identities’ psychological and emotional impact on academic performance and personal development. Key findings highlight the pervasive nature of microaggressions, discrimination, and the lack of representation, which contribute to a sense of isolation and impostor syndrome among minority students (Contreras, 2019; Garcia, 2018). The research also uncovers the profound effects of personal losses and grief on the academic journey, emphasizing the need for institutional support systems that acknowledge and address these challenges. The study demonstrates the potential for posttraumatic growth, wherein individuals derive strength and resilience from their traumatic experiences, ultimately fostering a deeper sense of self and purpose. The dissertation underscores the importance of self compassion and self-authorship in navigating the complexities of identity and trauma within academic settings. By sharing these personal experiences, the research aims to provide a resource for other students facing similar challenges and to inform institutional policies and practices that can better support diverse student populations.