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'Finding Your People': 'Testimonios' of First-Generation Latina Social Work Doctoral Students in the MFP

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Title: 'Finding Your People': 'Testimonios' of First-Generation Latina Social Work Doctoral Students in the MFP
Language: English
Authors: Xochilt Alamillo, Nidia Hernandez, Andrea Perez Portillo
Source: Journal of Social Work Education. 2025 61(1):S79-S90.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: First Generation College Students, Hispanic American Students, Females, Womens Education, Social Work, Barriers, Student Experience, Cultural Relevance, Financial Support, Networks, Peer Relationship, Academic Persistence, Sense of Belonging, Fellowships, Program Effectiveness
DOI: 10.1080/10437797.2025.2477102
ISSN: 1043-7797
2163-5811
Abstract: Despite increased Latinx representation in higher education, first-generation students, particularly Latinas, face unique challenges impacting their success and retention. Using "testimonio," three first-generation Latina doctoral students in social work reflect on their experiences as fellows of the Council on Social Work Education's Minority Fellowship Program (MFP). They highlight the program's critical role in offering cultural and financial support, building networks, and fostering peer connection. Their "testimonios" emphasize the importance of "finding your people" and how the MFP contributed to their persistence and belonging. The study calls for broader institutional support for first-generation and BIPOC graduate students, emphasizing that programs like the MFP should complement, not replace, systemic efforts to create more inclusive and equitable academic environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507014
Database: ERIC
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  Value: <anid>AN0185986732;swe02jun.25;2025Jun19.01:57;v2.2.500</anid> <title id="AN0185986732-1">"Finding Your People": Testimonios of First-Generation Latina Social Work Doctoral Students in the MFP </title> <p>Despite increased Latinx representation in higher education, first-generation students, particularly Latinas, face unique challenges impacting their success and retention. Using testimonio, three first-generation Latina doctoral students in social work reflect on their experiences as fellows of the Council on Social Work Education's Minority Fellowship Program (MFP). They highlight the program's critical role in offering cultural and financial support, building networks, and fostering peer connection. Their testimonios emphasize the importance of "finding your people" and how the MFP contributed to their persistence and belonging. The study calls for broader institutional support for first-generation and BIPOC graduate students, emphasizing that programs like the MFP should complement, not replace, systemic efforts to create more inclusive and equitable academic environments.</p> <p>The U.S. National Center of Education Statistics ([<reflink idref="bib53" id="ref1">53</reflink>]) reported that Latinx representation in higher education is growing, as Latinxs now make up more than 20% of students enrolled in degree-granting institutions. Between 2010 and 2021, Latinx enrollment in higher education programs increased by 30% (U.S. Department of Education, National Center for Education Statistics, [<reflink idref="bib53" id="ref2">53</reflink>]). While these statistics are an encouraging sign that more Latinxs see education as a realistic path to more opportunities, Latinx students continue to face unique challenges that make it difficult to successfully navigate higher education (Salinas, [<reflink idref="bib43" id="ref3">43</reflink>]; Sánchez-Connally, [<reflink idref="bib44" id="ref4">44</reflink>]). Latinx students are more likely to be first-generation college students compared to any other racial/ethnic group and may have additional experiences as bilingual students or as students from non-English-speaking monolingual families that further add layers of complexity to existing challenges they encounter (O. García & Solorza, [<reflink idref="bib15" id="ref5">15</reflink>]; Jang & Brutt-Griffler, [<reflink idref="bib23" id="ref6">23</reflink>]; U.S. Department of Education, National Center for Education Statistics, [<reflink idref="bib52" id="ref7">52</reflink>]). In fact, 44% of Latinx students are first generation, compared to the 29% average across all groups, and this figure rises to 70% when considering only undergraduates (U.S. Department of Education, National Center for Education Statistics, [<reflink idref="bib51" id="ref8">51</reflink>]). When it comes to graduate education, first-generation Latinx students often face additional barriers that contribute to low enrollment and completion rates (Gardner & Holley, [<reflink idref="bib16" id="ref9">16</reflink>]; E. Ramirez, [<reflink idref="bib39" id="ref10">39</reflink>]). Only 9% of master's degrees and 2% of doctoral degrees are earned by Latinx students (U.S. Department of Education, National Center for Education Statistics, [<reflink idref="bib53" id="ref11">53</reflink>]).</p> <p>Given these low rates of graduate degree attainment among Latinxs and the compounded challenges faced by first-generation students, it is crucial to highlight the positive effect of external programs designed to support marginalized students. Such programs can inspire graduate schools to enhance their support systems for Black, Indigenous, and people of color (BIPOC) students and students at the intersection of additional identities continuously excluded from higher education. In response to this need, the Council on Social Work Education (CSWE) established the Minority Fellowship Program (MFP). This program provides selected doctoral students with financial support and mentorship and networking opportunities (CSWE, [<reflink idref="bib11" id="ref12">11</reflink>]). This article explores the lived experiences of three first-generation Latina doctoral students, focusing on how their academic journeys were shaped by the support provided through a dedicated BIPOC space such as the CSWE's MFP. Using <emph>testimonio</emph> as a counternarrative, the study aims to inspire graduate institutions to develop and implement comprehensive support systems for historically marginalized students of color.</p> <hd id="AN0185986732-2">Challenges for Latinx first-generation graduate students</hd> <p>Latinx graduate degrees are earned at nearly half the rate of the average student (National Center for Education Statistics, [<reflink idref="bib36" id="ref13">36</reflink>]; U.S. Census Bureau, [<reflink idref="bib50" id="ref14">50</reflink>]), and the disparity is undoubtedly affected by the additional challenges faced by first-generation students. These students often find themselves navigating the application process alone, without the mentorship needed to demystify the complexities involved (Gardner & Holley, [<reflink idref="bib16" id="ref15">16</reflink>]: I. O. García & Henderson, [<reflink idref="bib14" id="ref16">14</reflink>]; E. Ramirez, [<reflink idref="bib39" id="ref17">39</reflink>]). This lack of guidance for first-generation students adds stress and can result in missed opportunities to apply for graduate programs, secure funding, or submit competitive applications (I. O. García & Henderson, [<reflink idref="bib14" id="ref18">14</reflink>]; Katrevich & Aruguete, [<reflink idref="bib24" id="ref19">24</reflink>]). Even when accepted into graduate programs, first-generation Latinx students frequently encounter further obstacles, such as the absence of a robust professional network, additional financial barriers, and limited access to professional development opportunities (Kimura-Walsh et al., [<reflink idref="bib25" id="ref20">25</reflink>]; Ko et al., [<reflink idref="bib26" id="ref21">26</reflink>]; Pérez & McDonough, [<reflink idref="bib37" id="ref22">37</reflink>]). Moreover, first-generation students often report experiences of racial discrimination, gender bias, and negative school climates, compounding the challenges of a rigorous course of graduate study (Gardner & Holley, [<reflink idref="bib16" id="ref23">16</reflink>]; Wallace & Ford, [<reflink idref="bib55" id="ref24">55</reflink>]). Without faculty mentorship or an understanding of institutional politics, they may struggle to find the guidance needed to navigate these environments (Fernandez, [<reflink idref="bib13" id="ref25">13</reflink>]). Adding to the stress, first-generation Latinx students must balance educational responsibilities with cultural expectations from family and community that further add to the growing list of expectations outside of academia (Clark et al., [<reflink idref="bib10" id="ref26">10</reflink>]; Storlie et al., [<reflink idref="bib47" id="ref27">47</reflink>]). For instance, despite often facing greater financial responsibilities, these students frequently lack institutional knowledge and resources needed to access adequate financial institutional support (Castellanos et al., [<reflink idref="bib8" id="ref28">8</reflink>]; Clark et al., [<reflink idref="bib10" id="ref29">10</reflink>]). These students most often come from low-income backgrounds and are more likely to hold jobs while attending school to support themselves and their families, a reality that limits the time they can dedicate to their studies and puts them at a disadvantage compared to their peers (Castellanos et al., [<reflink idref="bib8" id="ref30">8</reflink>]; González, [<reflink idref="bib19" id="ref31">19</reflink>]; Terenzini et al., [<reflink idref="bib49" id="ref32">49</reflink>]).</p> <hd id="AN0185986732-3">Latina doctoral student challenges</hd> <p>Research indicates that women of color face a "double disadvantage" in academia due to the intersection of racial and gender oppression (Armstrong & Jovanovic, [<reflink idref="bib2" id="ref33">2</reflink>]; Wilkins-Yel et al., [<reflink idref="bib56" id="ref34">56</reflink>]). BIPOC women often encounter microaggressions, exploitation, and policing of their body language and communication styles (Arnold et al., [<reflink idref="bib3" id="ref35">3</reflink>]; Azhar & McCutcheon, [<reflink idref="bib4" id="ref36">4</reflink>]). At an institutional level these women often experience tokenism, where they are frequently called on to represent their entire community, face a lack of cultural understanding, and endure double standards (Bizzell, [<reflink idref="bib7" id="ref37">7</reflink>]; González, [<reflink idref="bib19" id="ref38">19</reflink>]). They are also regularly challenged by their own students when teaching (Gonzalez, [<reflink idref="bib18" id="ref39">18</reflink>]; González, [<reflink idref="bib19" id="ref40">19</reflink>]). Latina graduate students have reported exploitation, as their lack of knowledge about the research world often results in them doing more than their fair share of work for little or no recognition (González, [<reflink idref="bib19" id="ref41">19</reflink>]; Ramos & Torres-Fernandez, [<reflink idref="bib41" id="ref42">41</reflink>]). In essence, Latina graduate students are often expected to "do twice as much work and be twice as good to survive" (González, [<reflink idref="bib19" id="ref43">19</reflink>]; Ramos & Torres-Fernandez, [<reflink idref="bib41" id="ref44">41</reflink>]).</p> <p>Additionally, Latina graduate students frequently report a lack of mentoring, leading to frustration, stress, and anxiety, which can drive them to consider dropping out of their programs or diverting from academic careers, even if they complete their graduate degrees (I. O. García & Henderson, [<reflink idref="bib14" id="ref45">14</reflink>]). Bañuelos and Flores ([<reflink idref="bib5" id="ref46">5</reflink>]) found that doctoral students who had professors with similar identities reported a positive effect on their educational journey. These professors were relatable, anticipated challenges, provided resources, increased their social capital and self-confidence, and overall served as positive role models. This aligns with previous studies showing that first-generation Latinx students uniquely benefit from connecting with Latinx faculty (Llamas et al., [<reflink idref="bib30" id="ref47">30</reflink>]; Santos & Reigadas, [<reflink idref="bib46" id="ref48">46</reflink>]). Latinx students often report feelings of cultural connection, belonging, and inspiration from Latinx professors (Bañuelos & Flores, [<reflink idref="bib5" id="ref49">5</reflink>]; Medina & Posadas, [<reflink idref="bib32" id="ref50">32</reflink>]).</p> <hd id="AN0185986732-4">The need for mentorship</hd> <p>Mentorship is a key component of student success in higher education (Hamilton et al., [<reflink idref="bib20" id="ref51">20</reflink>]), particularly for students from minoritized groups, including Latinx students (Perez Huber, [<reflink idref="bib38" id="ref52">38</reflink>]; Santa-Ramirez, [<reflink idref="bib45" id="ref53">45</reflink>]). For students of color navigating doctoral education, peer support often becomes essential, serving as both resistance and survival (J. I. Ramirez, [<reflink idref="bib40" id="ref54">40</reflink>]; Minnett et al., [<reflink idref="bib35" id="ref55">35</reflink>]). Effective mentorship goes beyond fostering academic and professional growth; it also involves understanding how a student's identity shapes their work and the unique barriers they face (Hamilton et al., [<reflink idref="bib20" id="ref56">20</reflink>]). These barriers frequently include experiences of racism, navigating unspoken academic rules, and limited access to gatekept knowledge, which can be particularly challenging for students from nondominant groups (Minnett et al., [<reflink idref="bib35" id="ref57">35</reflink>]; Ramos & Torres-Fernandez, [<reflink idref="bib41" id="ref58">41</reflink>]).</p> <p>However, quality mentorship for students of color is not always readily available. Israni ([<reflink idref="bib21" id="ref59">21</reflink>]) emphasized the importance of peer mentorship for the success of Black and Latinx students, while J. I. Ramirez ([<reflink idref="bib40" id="ref60">40</reflink>]) underscored the need for cocreated spaces that center the lived experiences of students of color. Ramirez also advocated for "healing frameworks that actively address and challenge White supremacy and other systems of oppression" (p. xx). In line with these findings, mentorship for students of color should "humanize their students" (Santa-Ramirez, [<reflink idref="bib45" id="ref61">45</reflink>], p. xx), address systemic oppression, and help cultivate both formal and informal support networks.</p> <p>For first-generation Latina students, finding a good mentorship fit is crucial for becoming competitive applicants for program admission or postgraduate faculty positions (Bañuelos & Flores, [<reflink idref="bib5" id="ref62">5</reflink>]). However, Latinx professors, who comprise less than 6% of faculty (U.S. Department of Education, National Center for Education Statistics, [<reflink idref="bib54" id="ref63">54</reflink>]), are not present at all institutions. Those in academia often face their own tenure expectations and are disproportionately asked to mentor students with shared identities, leading to their own exploitation (Zambrana, [<reflink idref="bib57" id="ref64">57</reflink>]). Even when a professor shares a similar identity, the mentorship may not be effective due to a lack of mentorship skills, time, or mismatched values (Santa-Ramirez, [<reflink idref="bib45" id="ref65">45</reflink>]). Given the challenges faced by students of color, particularly Latina graduate students, it is imperative to offer access to a diverse range of mentorship opportunities. This includes peer mentorship, as well as formal and informal mentorship relationships. By expanding the variety of mentorship options available, students are more likely to find a mentorship fit that aligns with their specific needs, thereby enhancing their overall academic success.</p> <hd id="AN0185986732-5">Council on Social Work Education's Minority Fellowship Program</hd> <p>CSWE's MFP, founded in 1974 under the leadership of Carl A. Scott, has supported over 600 social work doctoral fellows over the past 50 years (Substance Abuse and Mental Health Services Administration [SAMHSA], [<reflink idref="bib48" id="ref66">48</reflink>]). Initially funded by a grant from the National Institute of Mental Health to increase the number of doctoral students of color studying mental health and to improve services for marginalized communities, the program later transitioned to funding from SAMHSA, which continues to support the program today (CSWE, [<reflink idref="bib11" id="ref67">11</reflink>]). The MFP provides doctoral fellows with year-round financial support through a monthly stipend and professional development funds (CSWE, [<reflink idref="bib11" id="ref68">11</reflink>]). It also offers mentorship from MFP staff and alumni, networking opportunities through virtual and in-person panels and events, including at the CSWE's Annual Program Meeting, and research, policy, and practice training over a 3-year period (CSWE, [<reflink idref="bib11" id="ref69">11</reflink>]). Each year, approximately 25 fellows in various stages of their doctoral programs participate, often finding community and peer support within their cohorts (CSWE, [<reflink idref="bib11" id="ref70">11</reflink>]). This program serves as a powerful example of how intentional spaces and concrete professional, interpersonal, and financial support can positively affect the experiences of students who are often underrepresented in higher education. While the MFP aims to increase the participation of Black, brown, and Indigenous students (CSWE, [<reflink idref="bib11" id="ref71">11</reflink>]), this project will focus on the experiences of three Latinx-identified participants.</p> <hd id="AN0185986732-6">Method</hd> <p></p> <hd id="AN0185986732-7">Testimonios as counter-narratives</hd> <p>For this article, we selected <emph>testimonio</emph> as our method to capture and express our lived experiences as first-generation Latina doctoral students. <emph>Testimonio</emph> is a powerful counternarrative approach that confronts systems of oppression and power imbalances (Cervantes-Soon, [<reflink idref="bib9" id="ref72">9</reflink>]; Jaime-Diaz, [<reflink idref="bib22" id="ref73">22</reflink>]; Mackey et al., [<reflink idref="bib31" id="ref74">31</reflink>]). Rooted in Latin American human rights advocacy, <emph>testimonio</emph> is a feminist research method that amplifies Latina voices and recenters their perspectives (Latina Feminist Group, [<reflink idref="bib27" id="ref75">27</reflink>]). Seminal Chicana/Latina works, such as <emph>This Bridge Called My Back</emph> by Cherríe Moraga and Gloria Anzaldúa, exemplify this approach by addressing issues of race, gender, class, and sexuality and providing a platform for marginalized voices previously excluded from mainstream feminist discourse (Delgado Bernal et al., [<reflink idref="bib12" id="ref76">12</reflink>]). By employing <emph>testimonio</emph>, we seek to illuminate and challenge dominant narratives, drawing on the rich tradition of Chicana/Latina <emph>testimonio</emph> to share and validate our own experiences and perspectives.</p> <p>We chose <emph>testimonio</emph> to illuminate the experiences of three Latina doctoral candidates navigating academia, raising awareness of our unique challenges, and highlighting the supportive role of the MFP (Minority Fellowship Program). Drawing from established <emph>testimonio</emph> approaches, we present our social witness narratives as women of color in higher education (Lechuga-Peña & Lechuga, [<reflink idref="bib28" id="ref77">28</reflink>]). This method aligns with our goal of sharing our lived experience to empower future first-generation Latina doctoral students and to guide academic programs in providing the support exemplified by the MFP (Perez Huber, [<reflink idref="bib38" id="ref78">38</reflink>]).</p> <p>Writing from our lived experiences allowed us to process, share, and reflect on our journeys through social work doctoral education. <emph>Testimonios</emph> provided a means to counter dominant narratives that often exclude marginalized perspectives (Anzaldúa, [<reflink idref="bib1" id="ref79">1</reflink>]; Lechuga-Peña & Lechuga, [<reflink idref="bib28" id="ref80">28</reflink>]; Mackey et al., [<reflink idref="bib31" id="ref81">31</reflink>]; Menchú & Burgos-Debray, [<reflink idref="bib33" id="ref82">33</reflink>]). Inspired by Mackey et al. ([<reflink idref="bib31" id="ref83">31</reflink>]), we developed three guiding questions for our exploration: (a) "What motivated you to pursue graduate school and a doctorate?" (b) "How has the MFP shaped your academic journey (e.g., what would have been different, what unique benefits did you gain, what resources did you access that you wouldn't have otherwise)?" (c) "As a third-year fellow, what is your biggest takeaway from the fellowship?" These questions were crafted collaboratively during our initial discussions, refined through consensus, and used to structure our <emph>testimonios</emph>.</p> <p>We answered these prompts individually in writing, shared our written responses, and reviewed each other's <emph>testimonios</emph> to identify recurring themes. This thematic analysis was conducted transparently, with collective verbal identification of key themes and anonymized sharing of <emph>testimonios</emph> (Mackey et al., [<reflink idref="bib31" id="ref84">31</reflink>]). Comments were added directly within a shared document where we compiled our <emph>testimonios</emph>. Our in vivo coding approach used short, authentic phrases from our responses (Mackey et al., [<reflink idref="bib31" id="ref85">31</reflink>]; Saldaña, [<reflink idref="bib42" id="ref86">42</reflink>]). We then reviewed and merged overlapping themes to distill the main emerging patterns. Throughout, we maintained open communication for member checks to ensure the accuracy and integrity of our analysis.</p> <hd id="AN0185986732-8">Author positionalities</hd> <p>This article shares the experiences of first-generation Latina students navigating their doctoral journeys across three different programs in the United States, highlighting the effect of their participation as MFP fellows. At the time of writing, all three authors were third-year social work doctoral candidates and CSWE MFP fellows. They are all bilingual (Spanish-speaking) licensed clinical social workers with direct practice experience in community mental health, working with diverse communities. As first-generation students—the first in their family to pursue higher education—each author is either an immigrant or a daughter of immigrants to the United States. All authors grew up in California and come from a low socioeconomic background. They all identify as cisgender women of color, with two identifying as heterosexual and one as queer. One author identifies as a Salvadoran immigrant, while the other two identify as Chicana. Ages range from 32 to 44 years old. Through our individual <emph>testimonios</emph>, we were able to share our counternarratives and experiences, as well as collectively identify common challenges and experiences as Latina doctoral students navigating academia.</p> <hd id="AN0185986732-9">Findings</hd> <p>After finalizing the questions for our <emph>testimonios</emph>, each of us took time to individually write our responses. Despite the diversity of our experiences, common themes emerged from our narratives. We then collectively identified and discussed these themes, reaching a consensus on the key patterns that resonated across all <emph>testimonios</emph>.</p> <p>The first question prompted us to reflect on and articulate the motivations behind our pursuit of a doctoral program as bilingual, licensed clinical social workers with direct practice experience. Our responses reveal the backgrounds and driving forces that inspired us to embark on this journey despite the challenges faced by first-generation students. We pursued a doctorate in part due to a lack of culturally appropriate resources in our communities and a desire to effect meaningful change. However, we did not anticipate encountering a similar scarcity of resources and support within the very program we chose to help address these community needs. This insight may resonate with other first-generation Latina students and underscores the critical need for ongoing support and resources to facilitate success.</p> <hd id="AN0185986732-10">Question 1: What motivated you to go to graduate school and pursue your doctorate?</hd> <p></p> <hd id="AN0185986732-11">Culturally grounded service to community</hd> <p>All three authors worked in direct-service social work prior to entering their doctoral program, where they observed various community challenges. These experiences motivated them to pursue a path that would empower them to drive culturally relevant community change. One author stated,</p> <p>I was motivated to return to graduate school and pursue a doctorate because of my frustrations with systemic barriers that impacted the communities I served as a bilingual Licensed Clinical Social Worker. I felt inspired to gain more knowledge to better serve and support historically overlooked communities. In essence, I was trying to find answers on how to better meet the needs of communities where interventions were necessarily developed with them in mind. I believed I could support positive change in our communities.</p> <p>Another author said,</p> <p>I decided to get a doctorate after working as a bilingual mental health clinician with immigrant communities. The youth and families that I worked with have needs that the systems I worked with (like child welfare, medical systems, and schools) were unable to meet, and despite this I felt like families were continuously told that to be "healthy" they had to assimilate into U.S. mainstream culture that centered on white and western ways of healing despite their needs not being contextualized within the systems that caused them harm. Families were often told "this is all we can offer" so they and those partnering with them were made to feel like that is all that was available to them. I did not like that, especially when I tried to push back and saw the harm it caused the very people I was trying to work with. I thought that getting a doctorate would help me find ways to incorporate healing practices rooted in culture and community into the work that we are doing, especially since due to the systemic oppression those most deeply impacted are Black, Brown, Indigenous, Queer, Trans, and Disabled, among other communities authorized in systems of "care."</p> <p>Another one of us, despite originally deciding to pursue a PhD to inspire other Latinas the way she was inspired by her first Latinx professor, talks about her experience in her master's program adding to her reasons to pursue a doctorate. She said,</p> <p>As I continued my academic journey, I saw how deficient the literature was on relevant Latinx research. It was frustrating to see the lack of mental health research on Latinx. This only fueled my desire to obtain a doctoral degree. I knew I could make some crucial contributions as a social worker, therapist, teacher, and researcher.</p> <hd id="AN0185986732-12">Question 2: How has MFP shaped your academic journey? (i.e., What would have been different,...</hd> <p>This second question prompted us to reflect on how our academic journeys were shaped by our selection for the MFP as Latinas. Despite encountering some administrative barriers and limitations, the overall effect was positive, largely due to the access to resources, cultural and financial capital, and peer support that are crucial for Latinas to thrive in academia. We examined how the program aimed to address systemic inequities and how these efforts influenced our collective experiences across different programs.</p> <hd id="AN0185986732-13">MFP's positive effect</hd> <p>All three <emph>testimonios</emph> highlight the positive effect the MFP had on their doctoral journeys. Below are examples of how being MFP fellows positively influenced their educational experiences:</p> <p>MFP has allowed me to make meaningful connections with other scholars with similar identities and backgrounds to my own. This not only came in the form of other doctoral students, but also other tenure track alumni. There are alumni who are still working towards tenure, those who have been tenured for years, and even those that are near retiring from their career. It has also been very helpful to hear from alumni with non-academic careers. Hearing their perspectives throughout MFP sponsored panels, webinars, and other events is validating. Not only was I not alone in this journey through white-designed spaces, but there had been others before me that navigated academia in a time when accessibility to data, literature, and even a seat at the table was vastly different from today.</p> <p>Another one of us stated,</p> <p>MFP has shaped my journey because it allowed me to connect with other people with similar goals and values but also allowed me to have some flexibility in how I completed my program. MFP has also given me the opportunity to attend events and access opportunities that I would not have been able to access if I was going through my program without the support of the MFP program and connections within. This allowed me to be closer to communities that I want to continue working with.</p> <p>Interestingly, all three <emph>testimonios</emph> mention moments when they seriously considered quitting or deeply questioning their commitment to their programs before being accepted into the MFP. In the following case, one of us describes how the fellowship experience transformed her perspective and renewed her commitment:</p> <p>I was at a point where I was ready to walk away due to being racialized and minoritized in my program. Then I received a notification about being selected for the MFP. This provided equitable financial support, guidance, and networking opportunities among fellows, alumni, and BIPOC academics. As a result I could also travel and have support to attend and present at professional conferences that I had previously avoided due to lack of funds.</p> <hd id="AN0185986732-14">Access to cultural and financial capital</hd> <p>All three <emph>testimonios</emph> emphasized the critical role of flexibility and opportunities provided by the MFP that would otherwise have been unavailable. As one of the authors noted,</p> <p>Being selected to participate in CSWE's MFP program was honestly life-changing. I am a first-generation student, and once I entered the doctoral program, it was very eye-opening to learn how generational wealth, knowledge, and privilege play a role in academic success. There is such a thing as academic nepo babies, where generational and institutional privilege does play a part in knowing how to successfully navigate academia.</p> <p>Another one of us stated,</p> <p>In addition, the monthly stipend removed a huge weight from my shoulders financially. My small school stipend was not guaranteed after my third year and I had a household to help support. As first- generation students, we experience many unique struggles, and the stipend made it so there was one less thing to worry about.</p> <hd id="AN0185986732-15">Peer support</hd> <p>The <emph>testimonios</emph> were clear on the importance and value of peer support. One of us stated,Generally, it was really validating to be in a group of people that just truly understood the complexities of being people trying to do this work within institutions that don't want us and the changes we are hoping to see in the field (and beyond.) Seeing other people succeed helped me to feel motivated that maybe I could too, and while I am close the conversations I have had with people in the program have also continuously reminded me of why I am where I am and how to stay centered in my commitments.</p> <p>Another one of us said,</p> <p>I was accepted into the fellowship starting in my third year of the doctoral program. Those first two years were rough and I was near quitting, especially after my first year. While I wish I'd had the fellowship those first years, I recognize that it carried me through another tumultuous time—that of a lonely, independent comprehensive exam and dissertation writing. If I felt imposterized [<emph>sic</emph>], there is always a MFP fellow who can relate, comfort, and encourage. I am certain that I would not have access to these things without the fellowship.</p> <hd id="AN0185986732-16">Question 3: As a third-year fellow, what is the biggest takeaway you have from the fellowship...</hd> <p>This question provided the opportunity to reflect on the lessons learned and to evaluate how the MFP fellowship has altered our academic trajectories, including finding our community and expanding our networks to support our success. As three Latina doctoral candidates nearing graduation and in our final year of the MFP, we reflected on and shared the key takeaways from our collective journeys. This reflective process proved to be deeply cathartic.</p> <hd id="AN0185986732-17">Finding your people</hd> <p>The <emph>testimonios</emph> highlight the gratitude the authors feel for the MFP experience, particularly of the connections made. As one of us expressed,</p> <p>The biggest takeaway is really how important finding your people within these academic institutions and spaces really is. Finding community has been key to me staying in the program in [a] time where I questioned why I was still trying to do this in the first place. This reminded [me] of the importance of spaces by and for people of color and other intersecting communities and the impact it has on the continued success of future underrepresented communities in these spaces.</p> <p>Another stated,</p> <p>As a third year MFP the biggest takeaway is the power of community. Having support from fellow BIPOC doctoral students has been instrumental in my academic journey. I am now a doctoral candidate, and looking back at the community and support I have received through MFP connections has been heart-warming. Being with antioppressive, antiracist people made a difference and facilitated the safety that I needed to make moves and stay focused on how I wanted to support and show up for the communities I serve. I wish more doctoral students could have this support and resource.</p> <p>One of us described finding hope in a path to success that varies from the status quo in academia,</p> <p>My biggest takeaway from the fellowship is that pulling people up the ladder behind you is crucial to the success of the collective. While academia is full of gatekeeping, competition, and independence, first gen Latinx students need not be this way. We can embrace our caring, sharing, collective values and still be successful. Mentorship, whether formal or informal can go a long way in encouraging, motivating, and, frankly, saving you from throwing in the towel.</p> <hd id="AN0185986732-18">Discussion</hd> <p>First-generation graduate students face unique challenges in academia, including discrimination, inadequate financial support, and insufficient mentorship (Gardner & Holley, [<reflink idref="bib16" id="ref87">16</reflink>]; González, [<reflink idref="bib19" id="ref88">19</reflink>]; E. Ramirez, [<reflink idref="bib39" id="ref89">39</reflink>]; Wilkins-Yel et al., [<reflink idref="bib56" id="ref90">56</reflink>]). First-generation Latina students encounter additional barriers, such as gender oppression, balancing cultural expectations, and exploitation (Armstrong & Jovanovic, [<reflink idref="bib2" id="ref91">2</reflink>]; González, [<reflink idref="bib19" id="ref92">19</reflink>]; Ramos & Torres-Fernandez, [<reflink idref="bib41" id="ref93">41</reflink>]). Using <emph>testimonio</emph>, three first-generation Latina social work doctoral students, who were also third-year MFP fellows, provided detailed accounts of how the MFP affected their doctoral journeys. Through three guided questions, we explored themes related to the MFP's contributions to our academic lives, including cultural and financial capital, and peer support. Our key takeaway from our MFP involvement was the importance of additional support for first-generation students and "finding your people" to successfully navigate academia. Below, we further discuss the contributions expanding targeted, supportive programs.</p> <hd id="AN0185986732-19">Increasing resources and opportunities</hd> <p>This project aimed to highlight the significant effect of investing in the careers of students from historically excluded communities, such as the support provided by the MFP. Additionally, it sought to empower first-generation students to actively seek out support and connect with mentors and peers who can provide guidance and encouragement. As mentioned throughout this article, there are significant barriers affecting the academic trajectory of students of color. Resources like the MFP and similar programs intentionally targeting those who are excluded from higher education not only provide access to financial resources needed to mitigate economic stressors that can delay or deter academic milestones but provide intangible resources that help BIPOC students advance. These forms of cultural create opportunities for networking and accessing that better prepares students to navigate academic institutions, funding opportunities, mentorship and ultimately may help shape their employment prospects (Barsegyan & Maas, [<reflink idref="bib6" id="ref94">6</reflink>]; Garriott, [<reflink idref="bib17" id="ref95">17</reflink>]). Providing BIPOC students with funding resources allows them the opportunity to access cultural and financial capital that may be easily accessed by peers with more privilege and resources and help bridge longstanding institutional barriers.</p> <p>Research has found that faculty of color experience issues such as undervalued accomplishments, isolation, lack of support, being perceived as less capable, and racial spotlighting (Lin & Kennette, [<reflink idref="bib29" id="ref96">29</reflink>]). Furthermore, women of color specifically are often tokenized due to their underrepresentation within academia (Lin & Kennette, [<reflink idref="bib29" id="ref97">29</reflink>]). Therefore, it is important to continue to support leadership development programs within academia to support women of color as they pursue tenure. As the current presidential administration targets diversity, equity, and inclusion programs, it is important to advocate for preserving these programs to continue to close the racial equity gap within academia to change not only the student landscape but also higher education administration.</p> <hd id="AN0185986732-20">Changing the landscape of higher education</hd> <p>The MFP has a 50-year history of supporting doctoral students of color (SAMHSA, [<reflink idref="bib48" id="ref98">48</reflink>]). MFP alumni are well-represented across academia as tenure-track and tenured professors, department chairs, deans, and other administrative roles, contributing significantly to the advancement of social work education (CSWE, [<reflink idref="bib11" id="ref99">11</reflink>]). Many alumni also work in nonacademic roles, driving change across various systems (CSWE, [<reflink idref="bib11" id="ref100">11</reflink>]). However, the number of available MFP spots is limited and highly competitive, despite the deep effect these types of opportunities can have on the advancement of students from underrepresented and undersupported communities in academia.</p> <p>Unfortunately, due to limited resources, institutions often rely on students to identify their own funding sources, oftentimes including extra jobs, predatory loans, and family support. All of which add to the additional burden that low-income, first-generation, and BIPOC students face. In a time where diversity, equity, and inclusion efforts are being continuously undercut, we are advocating for increased access to resources that support targeted and underrepresented communities overcoming barriers meant to keep them out of higher education. Therefore, institutions should not solely rely on BIPOC students to secure these fellowships to further support their academic journey, but rather provide the resources necessary to access these opportunities. It is crucial that programs like the MFP are expanded and that higher education institutions provide similar support to first-generation and BIPOC graduate students, especially those that claim to value diversity and antiracist, equitable practices. To address the disparities in attendance rates among first-generation and BIPOC students, it is essential to offer adequate financial support, culturally relevant training, and competent holistic mentorship. Additionally, social work can benefit from interdisciplinary training programs to support students in gaining a more robust and collaborative educational experience that can support their postgraduate careers. Interdisciplinary programs can provide innovative multilevel perspectives to tackle complex social issues (Mendoza et al., [<reflink idref="bib34" id="ref101">34</reflink>]). Social work, as a social justice–focused discipline, is poised to dismantle systemic inequities within societal systems, including academia and higher education and supporting students is one way to help accomplish that.</p> <hd id="AN0185986732-21">Limitations</hd> <p>As with other <emph>testimonios</emph> documenting the experiences of BIPOC women in higher education, we recognize that our experiences may not be generalizable to all first-generation Latina doctoral students (Mackey et al., [<reflink idref="bib31" id="ref102">31</reflink>]). While our accounts are valid and reflect the distinct journeys of three first-generation Latinas navigating social work doctoral programs, they represent only a subset of experiences. Additionally, contextual factors unique to each participant can also limit the transferability of findings. Our <emph>testimonios</emph> illustrate both the positive effect of supportive programs like the MFP and the additional barriers that persist, both within and outside the program, which were not fully addressed. These <emph>testimonios</emph> aim to shed light on our lived experiences and counternarratives, highlighting the critical need for institutional support tailored to the specific needs of first-generation students, especially women of color.</p> <hd id="AN0185986732-22">Conclusion</hd> <p>Our <emph>testimonios</emph> highlight the urgent need for enhanced support systems that facilitate both formal and informal connections for students of color, enabling them to navigate academia effectively and represent their communities within higher education. Although the increasing number of Latinx students in higher education is promising, representation remains insufficient. Programs like CSWE's MFP provide essential support for graduate students, but their capacity to accept and fund students is limited. Therefore, the responsibility of supporting graduate students of color, particularly first-generation students, should not rest solely on such programs. Academia and institutions as a whole benefit from antiracist, inclusive scholarship and the success of these scholars. It is crucial for higher education institutions that value diversity, equity, inclusion, and antiracism to implement comprehensive support systems.</p> <p>This includes developing formal and informal mentorship networks, integrating diverse perspectives into the curriculum, and adopting antiracist pedagogical practices. Institutions should allocate resources effectively to support students of color and ensure that support extends beyond specific programs to become a fundamental aspect of academic life. By creating an inclusive and supportive environment through these measures, higher education institutions can enhance the educational journeys and outcomes for students of color, reflecting a commitment to equity and systemic change.</p> <hd id="AN0185986732-23">Acknowledgments</hd> <p>We would like to express sincere gratitude to the Minority Fellowship Program (MFP) for their invaluable support throughout our time in the program. We extend special thanks to the dedicated MFP staff for their guidance and commitment to fostering the development of underrepresented scholars. We would also like to acknowledge the incredible network of MFP fellows, whose encouragement, insights, and sense of community continues to provide inspiration and strength.</p> <hd id="AN0185986732-24">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0185986732-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref79" type="bt">1</bibl> <bibtext> Anzaldúa, G. (2012). Borderlands: La frontera. The new Mestiza (4th ed.). Aunt Lute Books.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref33" type="bt">2</bibl> <bibtext> Armstrong, M. A., & Jovanovic, J. (2015). Starting at the crossroads: Intersectional approaches to institutionally supporting minority women STEM faculty. Journal of Women and Minorities in Science and Engineering, 21 (2), 141 – 157. https://doi.org/10.1615/JWomenMinorScienEng.2015011275</bibtext> </blist> <blist> <bibl id="bib3" idref="ref35" type="bt">3</bibl> <bibtext> Arnold, N. 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Rutgers University Press.</bibtext> </blist> </ref> <aug> <p>By Xochilt Alamillo; Nidia Hernandez and Andrea Perez Portillo</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Xochilt Alamillo is a PhD Graduate and Adjunct at University of Denver Graduate School of Social Work.</p> <p>Nidia Hernandez is an Assistant Professor at California State University, Northridge Department of Social Work.</p> <p>Andrea Perez Portillo is a Post Doctoral Researcher at University of California Berkeley Department of Social Work.</p> </aug> <nolink nlid="nl1" bibid="bib53" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib43" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib44" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib52" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib51" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib16" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib39" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib36" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib50" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib14" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib24" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib37" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib55" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib13" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib10" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib47" firstref="ref27"></nolink> <nolink nlid="nl22" bibid="bib19" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib49" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib56" firstref="ref34"></nolink> <nolink nlid="nl25" bibid="bib18" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib41" firstref="ref42"></nolink> <nolink nlid="nl27" bibid="bib30" firstref="ref47"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref48"></nolink> <nolink nlid="nl29" bibid="bib32" firstref="ref50"></nolink> <nolink nlid="nl30" bibid="bib20" firstref="ref51"></nolink> <nolink nlid="nl31" bibid="bib38" firstref="ref52"></nolink> <nolink nlid="nl32" bibid="bib45" firstref="ref53"></nolink> <nolink nlid="nl33" bibid="bib40" firstref="ref54"></nolink> <nolink nlid="nl34" bibid="bib35" firstref="ref55"></nolink> <nolink nlid="nl35" bibid="bib21" firstref="ref59"></nolink> <nolink nlid="nl36" bibid="bib54" firstref="ref63"></nolink> <nolink nlid="nl37" bibid="bib57" firstref="ref64"></nolink> <nolink nlid="nl38" bibid="bib48" firstref="ref66"></nolink> <nolink nlid="nl39" bibid="bib22" firstref="ref73"></nolink> <nolink nlid="nl40" bibid="bib31" firstref="ref74"></nolink> <nolink nlid="nl41" bibid="bib27" firstref="ref75"></nolink> <nolink nlid="nl42" bibid="bib12" firstref="ref76"></nolink> <nolink nlid="nl43" bibid="bib28" firstref="ref77"></nolink> <nolink nlid="nl44" bibid="bib33" firstref="ref82"></nolink> <nolink nlid="nl45" bibid="bib42" firstref="ref86"></nolink> <nolink nlid="nl46" bibid="bib17" firstref="ref95"></nolink> <nolink nlid="nl47" bibid="bib29" firstref="ref96"></nolink> <nolink nlid="nl48" bibid="bib34" firstref="ref101"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'Finding Your People': 'Testimonios' of First-Generation Latina Social Work Doctoral Students in the MFP
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xochilt+Alamillo%22">Xochilt Alamillo</searchLink><br /><searchLink fieldCode="AR" term="%22Nidia+Hernandez%22">Nidia Hernandez</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Perez+Portillo%22">Andrea Perez Portillo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Work+Education%22"><i>Journal of Social Work Education</i></searchLink>. 2025 61(1):S79-S90.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Fellowships%22">Fellowships</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10437797.2025.2477102
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1043-7797<br />2163-5811
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite increased Latinx representation in higher education, first-generation students, particularly Latinas, face unique challenges impacting their success and retention. Using "testimonio," three first-generation Latina doctoral students in social work reflect on their experiences as fellows of the Council on Social Work Education's Minority Fellowship Program (MFP). They highlight the program's critical role in offering cultural and financial support, building networks, and fostering peer connection. Their "testimonios" emphasize the importance of "finding your people" and how the MFP contributed to their persistence and belonging. The study calls for broader institutional support for first-generation and BIPOC graduate students, emphasizing that programs like the MFP should complement, not replace, systemic efforts to create more inclusive and equitable academic environments.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507014
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    Identifiers:
      – Type: doi
        Value: 10.1080/10437797.2025.2477102
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: S79
    Subjects:
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: Social Work
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      – SubjectFull: Barriers
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      – SubjectFull: Student Experience
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      – SubjectFull: Financial Support
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      – SubjectFull: Networks
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Fellowships
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      – SubjectFull: Program Effectiveness
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    Titles:
      – TitleFull: 'Finding Your People': 'Testimonios' of First-Generation Latina Social Work Doctoral Students in the MFP
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            NameFull: Xochilt Alamillo
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            NameFull: Nidia Hernandez
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            NameFull: Andrea Perez Portillo
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