Narratives from Latina professors in higher education

This article shares the lives of three Latina faculty members teaching in s tate colleges of education. Interviews revealed that the personal and profe ssional experiences they encountered on a daily basis reflected tokenism in the academy, varying levels of support, and perceived burdens and expectat ions. All three women saw knowledge as contextual and often relied on feeli ngs and intuition to describe and assess their lives in the academy. Recomm endations for change within the academy are offered.