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The Majority in the Minority: Expanding the Representation of Latina/o Faculty, Administrators and Students in Higher Education
Additional Info:
Latinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York and Texas.
Their growth in the population at large is not reflected in higher education. In fact Latinos are the least represented population in our colleges and universities, whether as administrators, faculty or students; and as students have one of the highest levels of attrition.
Opening access to Latinas/os, assuring their persistence as students in higher education, and their increased presence in college faculty and governance, is of paramount importance if they are to make essential economic gains and fully to participate in and contribute to American society.
In this ground-breaking book, twenty-four Latina/o scholars provide an historical background; review issues of student access and achievement, and lessons learned; and present the problems of status and barriers faced by administrators and faculty. The book includes narratives by graduate students, administrators and faculty that vividly bring these issues to life.
This is a book that should be read by policy makers, college administrators, student affairs personnel and faculty concerned about shaping the future of higher education -- and constitutes an invaluable resource for all leaders of the Latino community. (From the Publisher)
Table Of Content:
Foreword (Laura I. Rendón)
Preface (Lee Jones and Jeanett Castellanos)
Acknowledgments
ch. 1 Latina/o Undergraduate Experiences in American Higher Education (Jeanett Castellanos and Lee Jones)
ch. 2 Historical Perspectives on Latino Access to Higher Education, 1848-1990 (Victoria-Maria MacDonald and Teresa Garcia)
ch. 3 Access to Higher Education for Hispanic Students: Real or illusory? (Amaury Nora)
ch. 4 Latina/o and African American Students and Predominantly White Institutions: A Psychosociocultural Perspective of Cultural Congruity, Campus Climate, and Academic Persistence (Alberta M. Gloria and Jeanett Castellanos)
ch. 5 Active Faculty Involvement: Maximizing Student Achievement Efforts (Guadalupe Anaya and Darnell G. Cole)
ch. 6 Notes from a Latino Graduate Student at a Predominantly White University (Raymond "Ramón" Herrera)
ch. 7 Latins and the Undergraduate Experience: No Estamos Solas! (Veronica Orozco)
ch. 8 Latina/o Retention in Four-Year Institutions (Sylvia Hurtado and Mark Kamimura)
ch. 9 Latinos and Administrative Positions in American Higher Education (Roberto Haro and Juan Francisco Lara)
ch. 10 Latina/o Cultural Values and the Academy: Latinas Navigating through the Administrative Role (Kathleen Harris Canul)
ch. 11 Barriers to Accessing the Professoriate (Raymond V. Padilla)
ch. 12 Latina/o Faculty and the Tenure Process in Cultural Context (Robeto A. Ibarra)
ch. 13 Latinas and the Professoriate: An Interview with Patricia Arredondo (Patricia Arredondo and Jeanett Castellanos)
ch. 14 Discrimination and Merit in Higher Education: The Hispanic Professoriate (Richard R. Verdugo)
ch. 15 Developmental Career Challenges for Latina/o Faculty in Higher Education (Edward A. Delgado-Romero, Lisa Y. Flores, Alberta M. Gloria, Patricia Arredondo, and Jeanett Castellanos)
ch. 16 An Infrastructure that Facilitates the Retention of Latina/os in Higher Education (Jeanett Castellanos and Lee Jones)
Index
Latinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York and Texas.
Their growth in the population at large is not reflected in higher education. In fact Latinos are the least represented population in our colleges and universities, whether as administrators, faculty or students; and as students have one of the highest levels of attrition.
Opening access to Latinas/os, assuring their persistence as students in higher education, and their increased presence in college faculty and governance, is of paramount importance if they are to make essential economic gains and fully to participate in and contribute to American society.
In this ground-breaking book, twenty-four Latina/o scholars provide an historical background; review issues of student access and achievement, and lessons learned; and present the problems of status and barriers faced by administrators and faculty. The book includes narratives by graduate students, administrators and faculty that vividly bring these issues to life.
This is a book that should be read by policy makers, college administrators, student affairs personnel and faculty concerned about shaping the future of higher education -- and constitutes an invaluable resource for all leaders of the Latino community. (From the Publisher)
Table Of Content:
Foreword (Laura I. Rendón)
Preface (Lee Jones and Jeanett Castellanos)
Acknowledgments
ch. 1 Latina/o Undergraduate Experiences in American Higher Education (Jeanett Castellanos and Lee Jones)
ch. 2 Historical Perspectives on Latino Access to Higher Education, 1848-1990 (Victoria-Maria MacDonald and Teresa Garcia)
ch. 3 Access to Higher Education for Hispanic Students: Real or illusory? (Amaury Nora)
ch. 4 Latina/o and African American Students and Predominantly White Institutions: A Psychosociocultural Perspective of Cultural Congruity, Campus Climate, and Academic Persistence (Alberta M. Gloria and Jeanett Castellanos)
ch. 5 Active Faculty Involvement: Maximizing Student Achievement Efforts (Guadalupe Anaya and Darnell G. Cole)
ch. 6 Notes from a Latino Graduate Student at a Predominantly White University (Raymond "Ramón" Herrera)
ch. 7 Latins and the Undergraduate Experience: No Estamos Solas! (Veronica Orozco)
ch. 8 Latina/o Retention in Four-Year Institutions (Sylvia Hurtado and Mark Kamimura)
ch. 9 Latinos and Administrative Positions in American Higher Education (Roberto Haro and Juan Francisco Lara)
ch. 10 Latina/o Cultural Values and the Academy: Latinas Navigating through the Administrative Role (Kathleen Harris Canul)
ch. 11 Barriers to Accessing the Professoriate (Raymond V. Padilla)
ch. 12 Latina/o Faculty and the Tenure Process in Cultural Context (Robeto A. Ibarra)
ch. 13 Latinas and the Professoriate: An Interview with Patricia Arredondo (Patricia Arredondo and Jeanett Castellanos)
ch. 14 Discrimination and Merit in Higher Education: The Hispanic Professoriate (Richard R. Verdugo)
ch. 15 Developmental Career Challenges for Latina/o Faculty in Higher Education (Edward A. Delgado-Romero, Lisa Y. Flores, Alberta M. Gloria, Patricia Arredondo, and Jeanett Castellanos)
ch. 16 An Infrastructure that Facilitates the Retention of Latina/os in Higher Education (Jeanett Castellanos and Lee Jones)
Index