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This article examines how Latina/o professors perceive, experience, and reflect on the tenure and promotion process. Findings for this longitudinal study are drawn from a purposive sample of nine female and seven male, Latina/o tenure-track faculty participants. Using a Critical Race Theory, Latino Critical (LatCrit) Race Theory, and Chicana Feminist framework, this article documents fundamental inequities in the tenure and promotion policies and practices that affected the Latina/o faculty in this study. Using narrative data, educational biographies, in-depth semi-structured interviews, and unstructured ethnographic interviews, this study found four common themes: (1) tenure and promotion processes functioned as a “tool of fear,” (2) the tenure and promotion process was like a “moving target,” (3) tenure provided limited forms of respect but not full membership, and (4) Latina/o supervivencia enabled the professors to thrive despite unsupportive and sometimes hostile campus and departmental climates. [ABSTRACT FROM PUBLISHER]

In this article, we trace Bell’s influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell’s theory of interest convergence to discuss the tensions and possibilities of personal ‘success’ in the academy by interweaving ourtestimonioswith Critical Race and Latino Critical Race (LatCrit) scholarship in Latino/a education. Latina feminist scholars have re-worked the Latin American tradition oftestimonioas a way to link individual stories to a collective story of Latina/o racialization in the US, and to epistemological racism in the academy. Our collective story centers the intersections of race with indigeneity, class, citizenship, language, gender and sexuality. We begin from the earliest influence of Bell’s counterstorytelling method for examining Latino/a students’ racializing experiences in higher education and move through other critical race work in Latino education that both directly and indirectly addresses Bell’s scholarship as these intersect with our intellectual journeys. Finally, we offer a story of the complex legacy of Bell’s anti-subordination and social justice scholarship for intellectual alliances, coalition building, and inter-, multi- and trans-disciplinary engaged scholarship. [ABSTRACT FROM AUTHOR]