There is a belief in higher education that Latino/a faculty do not possess the skills necessary to succeed in academe (Verdugo, 1995). The Latino/a population represents 17% of the total population in the United States. Although the Latino/a population is growing, the rate at which they are obtaining doctoral degrees remains low. During the 2014–2015 academic term, 2.3 million Latino students were enrolled in undergraduate, master’s, and doctoral programs (NCES, 2015). Also in 2015, 1.9 million bachelor’s degrees were conferred in the United States, 12% of which were conferred to Latinos. That year, Latinas/os earned only 9% of both master’s and doctoral degrees conferred (NCES, 2015). Consequently, the limited number of Latino/a that receive doctoral degrees ultimately contribute to a decreased representation of Latino/a faculty on college campuses, as most teaching positions at the university level require a doctoral degree (Padilla, 2003). To increase the number of Latinos/as in the professoriate, the number of Latino/a doctoral candidates must increase.
The purpose of this qualitative study was to explore and understand the professional experiences of 15 Latina/o tenure/tenure track faculty members at Grove State University in California. These faculty experiences provide a narrative to help understand the factors that influence and motivate Latina/o faculty to pursue a tenure-track position.
|Advisor:||Huber, Lindsay Pérez|
|Commitee:||Oseguera, Tonantzin, Rodriguez, Jesús, Vega, William|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Hispanic American studies, Higher education|
|Keywords:||Experiences, Faculty, Higher education, Latina/o, Tenure, Tenure track|
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