Jessenia García, Ph.D., is an associate professor of counseling at St. Edward’s University and a licensed professional counselor and supervisor in the state of Texas. She received both her master’s degree in counseling and doctoral degree in counselor education and supervision from The University of Texas at San Antonio. Her research interests include bilingual counseling and supervision, first-generation Latine college students, bicultural stress and identity development, and other Latine issues in counseling. She currently operates her own private practice, where she focuses on Latinx issues in mental health. She was named a graduate fellow for the Texas Association of Chicanos in Higher Education in 2019 and a faculty fellow for the Association for Hispanics in Higher Education in 2022.
Dr. Heather Trepal is the Vice Provost for Graduate and Postdoctoral Studies and Dean of the Graduate School at the University of Texas at San Antonio. She is a licensed professional counselor and board-approved supervisor in the state of Texas. Her research focuses on culturally-informed behavioral health workforce training and development, professional advocacy, and trauma. She currently serves as the Project Director for the Program for the Integrated Training of Counselors in Behavioral Healthcare - Expanded Providers Plus Project (PEP+). The grant is designed to address health disparities in children and adolescents by enhancing the delivery of culturally responsive mental health services uniting trainees from 4 behavioral health disciplines to work in integrated primary care, school, and community settings. She is a Fellow and Past President of the American Counseling Association (ACA). She also served as the President of the Association for Counselor Education and Supervision (ACES) and the Association for Creativity in Counseling (ACC). Dr. Trepal is the recipient of numerous awards including the UTSA President’s Outstanding Achievement Award for Innovation and Impact, the Association for Counselor Education and Supervision Professional Leadership Award, The Texas Association for Counselor Education and Supervision Advocacy Award, the American Counseling Association Presidential Award, and the Dwight D. Arnold Outstanding Alumnus Award from Kent State University's Department of Counseling and Human Development Service Program.
This research applies Anzaldúa’s (1987) Borderlands Theory to examine the testimonios of first-generation Chicana faculty in counselor education. A narrative methodology was employed (n=10), leading to the identification of several themes that illuminate their unique challenges and resilience. Four themes emerged: (a) balancing worlds: family and academia, (b) weaving identity into academia, (c) cultural identity in the borderlands, and (d) disrupting borders, including the subtheme: Red tape and higher ed mafia. These findings provide insight into the institutional barriers and identity navigation experienced by these faculty members. Recommendations for recruitment and retention are included.
Public Significance Statement
This study features the testimonios of first-generation Chicana faculty in counselor education to highlight their lived experiences of resilience and resistance. Using Anzaldúa's Borderlands Theory, the research examines how faculty manage their identities while balancing their cultural backgrounds with academic demands. The findings offer practical recommendations for universities and counselor education programs to improve their recruitment, retention, and mentoring practices. Results indicate that fostering inclusive and transparent academic environments and mentorship opportunities is essential for increasing the number of Latinx clinicians and diversifying the mental health field, ultimately helping counseling students work effectively with Latinx communities.
Recommended Citation
Garcia, J.,
&
Trepal, H.
(2026).
Navigating the Borderlands: Testimonios of First-Generation Chicanas in Counselor Education.
Journal of Counselor Preparation and Supervision,
20(2).
Retrieved from https://research.library.kutztown.edu/jcps/vol20/iss2/2
