Literaturnachweis - Detailanzeige
| Autor/in | Viano, Nataly I. Chandia |
|---|---|
| Titel | The Lack of Hispanic Leadership in Higher Education: A Qualitative Study of Current Leaders at US Universities |
| Quelle | (2023), (214 Seiten)
PDF als Volltext Ed.D. Dissertation, Marymount University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0284-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Hispanic Americans; College Administration; Hispanic American Students; Academic Persistence; Graduation Rate; Graduate Study; Student Experience; Administrator Education; Certification; Minority Group Teachers; Family Influence; Academic Support Services |
| Abstract | Hispanics are the fastest-growing minority in the US, over the last decade, the Hispanic population went from 50.5 million in 2010 to 62.1 million in 2020. Hispanics were responsible for 51% of the entire U.S. population growth during that period. Despite this population surge, Hispanic students, faculty, and leaders continue to be underrepresented at institutions of Higher Education in the US. Hispanic presidents at US universities are less than 5% compared to their counterparts who account for the other 95%. The lack of Hispanic leaders at US universities negatively affects Hispanic students' retention, programming, and graduation rates. Hispanic students are represented at a lower rate in each educational level, making them the lowest minority in graduate school. This affects the number of Hispanic faculty members at US universities, and those that might qualify to be in an executive position at those institutions. This qualitative ethnographic study sought to understand the experiences of current Hispanic leaders at US universities. There is a gap of understanding on how these Hispanic leaders became top executives at US universities. The data will help answer the research questions which were focused on helping other aspiring leaders learn from the participants' experiences, obstacles, and opportunities that help them get where they are today. Participants were identified through national organizations and universities' websites; they were contacted to participate in the study. Data were collected through in-depth interviews with 8 current Hispanic leaders working at US universities. The interview protocol was designed to answer the research questions which focused on credentials, obstacles, opportunities, and how we close the gap between the number of Hispanics in the US and their representation at institutions of higher education. The analysis of the data found four common themes: (1) Credentials and Training, (2) Pipeline and Hispanic Faculty, (3) Family, and (4) Educational Support Programs. The results highlight the need for a systematic approach that involves government, institutions of higher education, and philanthropy to create programs to increase the number of Hispanics who qualify for leadership positions at US universities. The data showed the need for access to education and training, the importance of mentoring, and expanding opportunities for Hispanics. The findings have implications for the ability of the US to continue to compete with other developing countries through an educated workforce. Hispanics will be a third of the workforce by the year 2050, it's crucial for the US to invest in supporting Hispanics through the educational pipeline starting at elementary school through the highest levels of leadership in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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