Closing the Racial and Gender Academic Leadership Achievement Gap: Latinas and the EdD

Autor/in	Corona, Amanda J.
Titel	Closing the Racial and Gender Academic Leadership Achievement Gap: Latinas and the EdD
Quelle	(2023), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, San Diego
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-5008-9
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Educational Attainment; Racial Differences; Doctoral Degrees; Academic Persistence; Educational Policy; Cultural Relevance; Social Capital; Cultural Capital; Females; Instructional Leadership; Administrator Education; Women Administrators; Gender Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsabschluss; Bildungsgut; Rassenunterschied; Doctoral degree; Doktorgrad; Politics of education; Bildungspolitik; Sozialkapital; Weibliches Geschlecht; Instruction; Leadership; Bildung; Erziehung; Führung; Weibliche Führungskraft; Geschlechterkonflikt
Abstract	Despite being among the fastest growing ethnic minority groups in the United States (Pew Research Center, 2020), Latinx continue to lag behind their White counterparts in almost all aspects of postsecondary academic attainment, including degrees conferred (Castellanos & Gloria, 2007; NCES, 2021a, 2021c). As a result of the stunted pipeline of Latinx matriculating through the doctorate, this racial attainment gap extends beyond the classroom and into positions of leadership in academia. According to Latina doctoral persistence literature, current educational policy and practice are culturally devoid and, as a result, does not consider the unique academic patterns and experiences of Latinx students. Using a phenomenological research design, this study explored the various social and personal capital Latinx students, especially Latinas in educational leadership programs, bring to academia. A dual-lens conceptual framework, of cultural proficiency and community-cultural wealth, guided this study and assisted in conceptualizing the academic experiences of Latinas who completed a doctoral program, with a specific focus on persistence and program completion rates. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01