Using an action research paradigm, this study explored the experiences of Latina faculty, administrators, undergraduates, and graduate students at Emerald University, a four-year public university. Hinchey (2008) defined action research as a “process of systematic inquiry usually cyclical, conducted by those inside a community with the goal to identify action that will generate some improvement” (p. 4). In attempt to improve the experiences and representation of Latinas in higher education, the researcher created “a space” for the Latina-Hispanic Network with existing Latina staff to support Latina students. Research has found that as Latinas navigate through academia and resist “institutional exclusion," they seek a space in which to belong that fosters community, mentoring, and networking (Banuelos, 2006). This study examined the impact of creating the Latina-Hispanic Network and the researcher’s evolution as a leader and development of voice during the process.
Using the framework of narrative inquiry was essential to this dissertation study. Through the qualitative process of listening to other Latinas’ voices, the researcher was able to construct the conditions of Latinas at Emerald University and the researcher’s own plight as a Latina (Clandinin & Connelly, 2000; Creswell, 2007). The findings indicated the implementation of the Latina-Hispanic Network not only affected Latina students in higher education and successfully connected them with Latina faculty, administrators, and staff but also enhanced students’ awareness regarding the field of higher education.
|Commitee:||Damminger, Joanne, Mosto, Patricia|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 72/01, Dissertation Abstracts International|
|Subjects:||Educational leadership, Hispanic American studies|
|Keywords:||Collaboration, Higher education, Hispanic, Latina, Network, Professional development, Professionals, Students|
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