From the migrant fields to the academic fields: "A resilient Chicana"

Abstract

The research for this paper is intended to explore how resiliency has contributed to increasing the quality of life for this Chicana, who was able to bounce back "against all odds." I must admit to a pertinacious quest in obtaining my educational objective. An additional goal is to share my life story with individuals that have similar experiences and my hope is that through my story they will be able to accomplish and or complete their educational endeavors. I will share how my experiences impacted my passion for learning and how harmful and damaging these early school year experiences have been throughout my life. Those negative marginalizing comments made by teachers who were in power positions, made in the place where I spent more day time then at home, still haunt my inner being, my image of who I am and what I am able to accomplish. I continue to remind myself using Eleanor Roosevelt's quote: "Nobody can make you feel inferior unless you grant them permission." However, the small child in me did not have the coping tools I hold today and use on a daily basis. My initial goal for sharing my story was to engage others to learn more about resiliency and help others to be aware of gathering tools they too may use in order to overcome and obtain their designated goals. Every experience and tragedy that one confronts in life is unique; however, we can make a difference in the lives of children and adults if we continue to support and encourage resiliency. Nash (2004) inspired me; right from the beginning of having read his message I knew that I would be writing a Scholarly Personal Narrative that would help me "understand my history" and "shape my destiny" (p.2). As Nash wrote, I am convinced that all kinds of writing--personal narrative writing in particular can reach, and even surpass, a professional school's highest scholarly standards (p.3) . I want them to believe that, in principle, it can be as "rigorous" (not "rigid," a as in rigor mortis), and as scholarly as any other type of research. (p.3)