Research & Publication
Publications
The Story of Queer and Trans Latinx/a/o Higher Education Collective: Revealing the Power of the Group Using Queer Pláticas
Pulido, G., et.al., Cataño, Y. (2024). Journal of Diversity in Higher Education. Advance online publication.
A Study on the Experiences of LGBTQ+ Latinx Students at California Community College Hispanic-Serving Institutions
Cataño, Y. (2022). San Diego State University ProQuest. Dissertation & Thesis, 2022. 30249556
Examining Hispanic-Serving Institutions (HSI) Policy Implementation for LGBTQ+ Latinx Students at California Community
Cataño, Y., & Gonzalez, A., (2021) Examining Hispanic-Serving Institutions (HSI) Policy Implementation for LGBTQ+ Latinx Students at California Community, AHSIE Journal
The purpose of this study was to explore the depth in the experiences of self-identified LGBTQ+ Latinx students enrolled at California community college Hispanic-Serving Institutions (HSIs). Grounded in Latino critical race theory (LatCrit), servingness, queer theory underpinnings, this study used phenomenology to understand the lived experiences of LGBTQ+ Latinx students enrolled at California HSIs. A total of eight participants from different California HSIs were part of this study. Their experiences and voices were captured to make meaning of servingness from their perspective. As noted by the participants, servingness structures and identifiers should be inclusive of the multiplicity of identities both LGBTQ+ and Latinx hold. Recommendations for practice and policy offer practitioners a tool to gauge ways to complicate and reconceptualize servingness and HSI policy.
Recently, scholarship around HSI community colleges has emerged and near to none has explicitly centered LGBTQ+ Latinx students. This content analysis study examines HSI policy implementation in the San Diego region through a critical policy analysis, multidimensional conceptual understanding of servingness, and queer theory lens. Recommendations for policy and practice on how current servingness can be inclusive of LGBTQ+ Latinx students are provided.
Exploring the role of women as validating agents in Latino male transfer success
Vasquez, M., Gonzalez, A., and Cataño, Y., (2021) Exploring the role of women as validating agents in Latino male transfer success, ASHE National Conference 2019, Portland, OR
This phenomenological study explored how women served as validating agents for Latino men who transferred from a community college to a four-year institution. Informed by Rendón’s theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre- and post-transfer experience. Findings yielded the need for increased involvement of women in men of color initiatives, compensation for emotional labor performed by women, and engagement opportunities for women family members.
Queering HSIs: An environmental scan of community colleges
Gonzalez, A., & Cataño, Y. (2020) Queering HSIs: An environmental scan of community colleges, The Journal of Applied Research in Community Colleges
Low-income Padres de Familia Parent Participation for their Children’s Educational Attainment: Diversifying Definitions
Cataño, Y. (2015) California State University San Marcos Scholar Works.
Historically, educational spaces have demanded a body–mind–spirit split into isolation for queer and trans Latinx/a/o (QTL) scholars in the academy. In this article, the QTL Higher Education Collective intimately share how we have fostered and sustained by ourselves this communal space that has served our various members during critical academic junctures, a space that only we could gift one another. Using the queer pláticas methodology, we answer the following research question: How does a space founded specifically for QTL scholar-practitioners shape their navigation of the academy? As a result, our queer pláticas with one another cultivated three findings: (a) forming in response to oppressive norms of academia; (b) querencia in celebration, reciprocity, and existing as we are; and (c) path to conocimiento and queer futures in seeing each other’s journeys.
As Latinx student enrollment increases across higher education, in particular at community colleges, there is a trend of community colleges emerging as Hispanic Serving Institutions (HSIs). Although many institutions gain a HSI designation, critiques from scholars around how institutions demonstrate "servingness" continue to transpire, especially when taking into consideration queer Latinx students. This article utilizes an environmental scan of community colleges that form part of the Southern California Consortium of Hispanic Serving Institutions (SCCHSI) to further explore the need for more holistic and intersectional support for Latinx students at HSI community colleges.
This qualitative research study entailed interviewing the parents of the GEAR UP Palomar Community College students to assess how Latina/o Spanish-speaking parents participated in their children’s education, what challenged their participation, and to understand non-traditional forms of parent participation often invisible to educators. In the sample, Latina/o parents had a desire to expand their children’s education, however it was shadowed by: language barriers, devaluation by school personnel, and financial burdens that affected Latino parents’ participation in schools. This study illuminates Latino/a parents’ concerns and hopes for their children’s educational attainment.
Survival of Latinx/e Pláticas of Latinx/a/o Scholars During a Global Pandemic
ERES HSI will provide a variety of tasks based on the needs of each institution to assist with preparing said institution to apply to become an eligible Hispanic-Serving Institution. In addition, ERES HSI will provide guidance to college leadership, faculty, and key stakeholder groups to best position them to apply for eligibility and secure grant-funding opportunities via the three discretionary grants available.
Queering the Query: A call to HSI Community Colleges to include LBGTQ+ Latinx Students
González, Á., & Cataño, Y. (2022). Queering the Query: A call to HSI Community Colleges to include LGBTQ+ Latinx Students. About Campus 27
We want to call attention to both the LGBTQIA + and Latina/o community, the LatinX community. We examine the way in which current data collection tools fail to analyze students through an intersectional lens, which is key and needed to equitably respond to their needs. Efforts we have embarked in are analyzing publicly available documental data is reviewing websites, promotional materials, reports, HSI abstracts, and social media.
CCPA Annual Chapter Awards
Outstanding Dedication to Equity and Social Justice
NASPA Latinx/a/o KC
Mena/Valdez Award
Awards
NASPA LKC Pre-Conference
Community College Professional Scholarship
ACPA Award
Voices of Inclusion
Presentations
Blooming HSIs: Queering our Educational Landscape (2024)
Centering Queer and Trans* Voices: Queering STEM Spaces at HSIs (2023)
Through this presentation, we critically engage in a plática centering on what we know or do not know about the experiences of Queer and Trans* Latinx/e students in STEM spaces at HSIs. Currently, there is a lack of research that centers the nuances of Latinidad and LGBTQ+ identities. We aim to continue to push the boundaries of HSI servingness to critically reflect on our roles in academia that can better support this subset demographic.
Transfronterizx Queer Excellence in Education (2022)
Discussed the ways in which the border identity has impacted our personal journeys in academic spaces. How these identities are negotiated and how these impact our experiences and career trajectories.
Navigate your Next Career & Leadership Step (2021)
Challenged traditional ways of thought as it pertains to intersections of identity within the community college context. Visibility, validation, and safety of LGBTQ+ identities are still something missing in higher education, especially at community colleges. Such a lack of spaces for students to feel valued, safe, and seen impact to LGBTQ+ students’ sense of belonging and academic success.
This phenomenological study explored the ways women served as validating agents for Latino men who had transferred from a community college to a four-year institution. Informed by Rendón’s theory of validation, participants expressed numerous ways in which women figures (e.g., mothers, sisters, significant others) were sources of validation across their pre and post-transfer experience.
Queering of HSIs: An Environmental Scan of Community Colleges (2019)
In a roundtable discussion, new scholarship shows up in complicating the role of HSI’s by bringing a lens of intersectionality. The Council for the Study of Community Colleges (CSCC) Conference offered a place to discuss the topic with other practitioners and other scholars in the field trying to navigate the complexity of identities while shedding light on the role that Hispanic-Serving Institutions and their eligibility, the policy, and the community college context have a role in creating spaces for Latinx students who hold multiple identities.
How do community college HSIs expand their servingness to Latinx students? (2019)
How community colleges with the help of Title III and Title V grants can move from Hispanic-Serving Institutions to Latinx Serving Institutions. This presentation provided a deep dive into the impact of identity on the institutionalization of grant funds and services.
ERES HSI will provide a variety of tasks based on the needs of each institution to assist with preparing said institution to apply to become an eligible Hispanic-Serving Institution. In addition, ERES HSI will provide guidance to college leadership, faculty, and key stakeholder groups to best position them to apply for eligibility and secure grant-funding opportunities via the three discretionary grants available.
Being a Successful Hispanic Serving Institution & Latinx through the Power Storytelling (2018)
The purpose of the Diversity Dialogues at Cuyamaca College is to offer workshops on variety of diversity awareness and social justice topics. As a Hispanic-Serving Institution, Cuyamaca partnered with Yolanda Catano to discuss the power of storytelling through a Latinx lens to increase student engagement.
As co-founder of the Latinx Alliance at San Diego Mesa College, Dr. Yolanda was featured as a speaker to discuss her role working as an Administrative Technician for the college’s Title III, HSI STEM Conexiones Grant and discuss her personal and professional trajectory within higher education.
Equity work is hard and arduous. A group of female leaders came together for Campus Equity Week to talk about their work and how this has added value to the college by advancing equity at the college.
Parents are key in helping GEAR UP’s goal of encouraging the path to college. Our research will provide qualitative data gathered with low-income Latin@ parents whose children were enrolled in the GEAR UP Palomar Partnership program in San Diego. Our interviews revealed that Latin@ parents have strong desires to participate in their children’s schooling, which can be thwarted by a negative school climate and language barriers. We discovered the diverse ways that parents are involved in their children’s education. Participants of the program learned how GEAR UP can build upon parent’s strengths to increase their participation in GEAR UP and their children’s schools.
Exploring the Role of Women as Validating Agents in Latino Male Transfer Success (2019)
How do community college HSIs expand their servingness to Latinx students? (2019)
Students-Meet your Latinx Community-Featuring Yolanda Catano (2018)
Womyn and Equity Panel (2016)
Latino/Latina Parent/Family Engagement Showcase: Programs, Strategies, and Results (2015)
This session will provide an overview of the current research conducted for emerging and current HSIs that center the voices and experiences of LGBTQ+ Latinx/e students. I will showcase a new framework for queering HSIs and discuss ways that practitioners and institutional leaders can leverage HSI funds and initiatives to create sustainable change at their respective campuses.