Dissertation/Thesis Abstract

Latinas' Experience in an Educational Leadership Doctoral Program
by Camargo Gonzalez, Lorena, M.A., California State University, Long Beach, 2017, 99; 10262866
Abstract (Summary)

In the United States, out of 100 Latina/o elementary students, only 0.3 will complete a doctorate degree. Latinas/os as a fast-growing minority population in the United States continue to be invisible in higher education. The underrepresentation and limited empirical research of Latinas in advanced degrees calls for immediate attention to the inequities existent within the Latina/o educational pipeline. Drawing from a Latina/o Critical Theory analysis, this qualitative study explores the experiences of 12 Latinas from an Educational Leadership Doctoral program. In addition, a microaggressions analytical tool was employed to understand the types, context, effects and responses of and to microaggressions in the doctoral experience of the women. The interviews, revealed that although the Ed.D. was supportive contrary to traditional doctoral programs, Latinas continue to face systemic and institutional oppression at the doctorate level. Despite the negative experiences, the women utilized various support systems and resiliency to successfully navigate their doctoral program.

Indexing (document details)
Advisor: Perez Huber, Lindsay
Commitee: Ramirez, Elvia, Rubio, Olga
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 56/04M(E), Masters Abstracts International
Subjects: Education, Higher education
Keywords: Doctoral experience, Latina/o critical theory, Microaggressions
Publication Number: 10262866
ISBN: 978-1-369-82759-0
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