Latine scholars navigating graduate school often face unique challenges shaped by cultural differences, institutional barriers, and a hidden curriculum. For first-generation Latine graduate students, relying on complex formal and informal support networks is necessary to cross the borders of academia. Narrative accounts of how Latine students do so are missing from prior research. We leverage Gloria Anzaldúa's concept of la frontera as a generative lens to understand how we, Latine students, navigate institutions of higher education. We explored how Latine students navigate institutional and personal borders, through culturally grounded strategies and mentorship. In this praxis article, we used plática, a dialogue-based conversation rooted in Latine cultural traditions, to discuss identity, community, and academic survival. Our findings highlight the invisible struggles gifted Latine students face and underscore the need for academic spaces to recognize and support their multidimensional experiences. Incorporating Latine knowledge systems into academic institutions can help support student success.
León et al. (2026) studied this question.