A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions' Grant-Seeking Competitiveness

Autor/in	Aguilar-Smith, Stephanie
Titel	A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions' Grant-Seeking Competitiveness
Quelle	In: Educational Policy, 37 (2023) 6, S.1637-1671 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aguilar-Smith, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221120272
Schlagwörter	Grants; Minority Serving Institutions; Hispanic American Students; Competition; Financial Support; Educational Equity (Finance); Leadership Role; Educational Legislation; Federal Legislation; Higher Education; Organizational Culture; Equal Education; Barriers; Educational Policy + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Wettkampf; Finanzielle Förderung; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmenskultur; Politics of education; Bildungspolitik
Abstract	Hispanic-Serving Institutions' (HSIs) diversification and Title V's anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand how they view their competitiveness for these grants and sources of inequity of this program. I identified four themes, demonstrating that an HSI's institutional capacity, (in)actions, knowledge, and leadership inform its competitiveness for Title V funding. The findings show that HSIs have unequal organizational conditions and reveal ways this program may (re)produce inequity among HSIs. Without increased Title V appropriations and policy modification, HSIs will vie for funding on increasingly unequal terms, resulting in greater inequity. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01