Teacher Education, Educational Leadership & Policy ETDs

David Sanchez

Publication Date

7-5-2012

Abstract

This study investigates the perceptions of Hispanic tenure track faculty in New Mexico regarding their educational experiences, family background, and life experiences that empowered them to become professors. It is a qualitative study in which Hispanic tenure and/or tenure track faculty were interviewed. This study identifies institutional, group, and individual barriers to minority faculty positions in academia as well as assets that can be attributed to success. The literature review identifies barriers and assets in detail and provides extensive documentation regarding the continual difficulties that institutions of higher education have in diversifying the faculty. A conceptual model, entitled the Doors of Perception, was developed, and the lenses of cultural density, cultural capital, and cultural fluidity are used to conceptualize the experiences of Hispanic faculty who are from high-density cultural environments and who attended high-density minority schools.

Keywords

Hispanic American college teachers, Hispanic Americans -- Education (Higher)

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden

Second Committee Member

Viola E. Florez

Third Committee Member

Peter Winograd

Fourth Committee Member

Jerónimo Domínguez

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