Latinx faculty representation and resource allocation at Hispanic Serving Institutions

Vargas, Nicholas; Villa-Palomino, Julio; Davis, Erika

doi:10.1080/13613324.2019.1679749

Cited by 37 publications

(27 citation statements)

References 38 publications

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“…While faculty at HSIs remain predominantly White (Vargas et al, 2020), and HSIs must work harder to change the composition of its faculty, all faculty within these institutions must grapple with issues of race and racism in the United States and shift their teaching practices to better serve racially and economically minoritized students affected by systems of oppression (Garcia, 2018). There must also be an increased expectation placed on HSIs to recruit and retain faculty who are committed to equity and justice, as the federal government does not mandate this as a requirement to become an HSI (Garcia & Koren, 2020).…”

Section: Discussionmentioning

confidence: 99%

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

García¹,

Koren

Cuellar

2020

AERA Open

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The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

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Section: Discussionmentioning

confidence: 99%

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

García¹,

Koren

Cuellar

2020

AERA Open

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“…The need to disrupt and challenge the way educators and leaders think about and address the needs of racially (and economically) minoritized students is itself challenging since HSI educators and leaders are often predominantly White and committed to whiteness (Garcia, 2019; Vargas et al, 2020). A focus on intersectionality is also important, as students at HSIs may experience various forms of discrimination and microaggressions based on their race, ethnicity, gender, sexual orientation, and immigration status (e.g., Cuellar & Johnson-Ahorlu, 2016).…”

Section: Whiteness and Settler Colonialism: Disrupt Disrupt Disruptmentioning

confidence: 99%

Becoming a racially just Hispanic-serving institution (HSI): Leveraging HSI grants for organizational identity change.

Petrov¹,

García²

2021

Journal of Diversity in Higher Education

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Hispanic-serving institutions (HSIs) are colleges and universities enrolling 25% Hispanic and Latina/e/o/x students yet lack an organizational identity for serving them. Salient issues facing educators and leaders at HSIs include enacting an HSI identity and transforming their organizational commitment to racial equity and social justice. In this practice brief, we illustrate how HSIs can leverage their federal grants to create transformational change. Examples come from research and practice with a focus on disrupting the campus's commitment to whiteness and coloniality, supplementing fiscal resources for professional development focused on antiracism, racial justice, and the HSI identity, and leveraging grassroots leadership that will lead to transformational change.

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“…For example, despite having diversity offices and diversity plans, colleges and universities direct little money at the expressed needs of students or faculty of color (Thomas, 2017). Moreover, colleges and universities that acquire Hispanic‐serving designations can obtain additional economic resources, but these resources are frequently utilized in ways that openly benefit all students instead of in ways that address the specific needs and inequities that Hispanic student populations face (Thomas, 2017; Vargas & Villa‐Palomino, 2019; Vargas et al., 2020). Furthermore, despite prevalent diversity rhetoric in a selective institution, students of color admitted suppressing behavioral traits associated with their ethnic and class identities in a seemingly race‐neutral campus environment that privileged cultural norms embedded in Whiteness (Garza, forthcoming).…”

Section: Interest Convergence Diversity Reinforces Whitenessmentioning

confidence: 99%

Manipulating diversity: How diversity regimes at US universities can reinforce whiteness

Petts

Garza

2021

Sociology Compass

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As US universities attempt to accommodate a growing multicultural society, the task of racially diversifying entering cohorts and retaining a racially diverse student demographic has taken on a leading role in recruitment, college admissions, and campus programming. But, we ask, what definitions of racial diversity are fueling these changes and how have existing racial diversity regimes impacted racial/ethnic hierarchies? We analyze two widespread applications of racial diversity-racial diversity as benefit for all and racial diversity as status marker-to illustrate how racial diversity regimes can be manipulated in ways that undermine the contributions of racially/ethnically minoritized groups and reinforce a racial order that privileges Whiteness-particularly when framed around interest convergence. We conclude by discussing the importance of articulating more concrete racial diversity objectives, addressing structural contributors to racial inequity, and measuring diversity outcomes.

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Latinx faculty representation and resource allocation at Hispanic Serving Institutions

Cited by 37 publications

References 38 publications

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

Becoming a racially just Hispanic-serving institution (HSI): Leveraging HSI grants for organizational identity change.

Manipulating diversity: How diversity regimes at US universities can reinforce whiteness

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