Chicana Doctoral Students: Another Look at Educational Equity.

Autor/in	Flores, Jayni
Titel	Chicana Doctoral Students: Another Look at Educational Equity.
Quelle	(1988), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Persistence; Bilingual Education; Doctoral Programs; Economic Factors; Equal Education; Fellowships; Females; Higher Education; Hispanic Americans; Interviews; Marital Status; Racial Bias; Role Models; Sex Bias; Social Support Groups; Student Characteristics; Surveys; Womens Education; Arizona; California; Colorado; New Mexico; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Doktorandenprogramm; Ökonomischer Faktor; Fellowship; Stipendium; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Interviewing; Interviewtechnik; Familienstand; Racial discrimination; Rassismus; Identifikationsfigur; Social support; Soziale Unterstützung; Survey; Umfrage; Befragung; 'Women''s education'; Frauenbildung; Kalifornien
Abstract	Telephone interviews with Chicanas--30 graduates and 20 dropouts from Title VII Bilingual Education Doctoral Fellowship Programs in Arizona, California, Colorado, New Mexico, and Texas are reported. The study sought information on how the Chicanas' perceptions of racism, sexism, economics, family responsibilities, support networks, role models, and mentors affected persistence and graduation. The present report addresses the resulting demographic profile and racism and sexism variables. Results show a significant relationship between persistence and marital status, but no statistically significant relationship with age or existence of dependents, and no significant relationship with perception of racism or sexism. However, a majority of the Chicanas felt they were victims of sexism and about one-fifth felt they were victims of racism in the program. Recommendations for improvement of the situation include an end to sexual harassment, equitable distribution of research and teaching assistantships, institutionalization of bilingual education doctoral programs, sincere institutional efforts to employ ethnic minority and women faculty who can serve as role models, and universities with high rates of success in graduating these fellows be studied for traits contributing to that success. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC