Literaturnachweis - Detailanzeige
| Autor/in | Garza, Hisauro |
|---|---|
| Institution | Michigan State Univ., East Lansing. Julian Samora Research Inst. |
| Titel | Objectivity, Scholarship, and Advocacy: The Chicano/Latino Scholar in America. JSRI Occasional Paper No. 58, Latino Studies Series. |
| Quelle | (1999), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Advocacy; College Environment; College Faculty; Ethnic Bias; Ethnic Studies; Faculty College Relationship; Higher Education; Hispanic Americans; Objectivity; Prestige; Professional Recognition; Researchers; Scholarship |
| Abstract | This paper analyzes biases in academe concerning what constitutes "legitimate" and "rigorous" scholarship and examines how these biases interact with decision-making power to place minority scholars and their research into a traditionally ascriptive secondary role. Looking specifically at the Chicano/Latino scholar, it is argued that the racial/ethnic factor seems to interact with another pervasive source of division among scholars: the tension between doing research for research's sake and the more applied aspect of academics. This brings into play larger questions about political commitment, partisanship, and advocacy, as well as the relative merits of researcher objectivity and "scientific detachment" versus the empathic understanding of the participant observer. Data from the Carnegie National Faculty Survey (1984) and the National Latino Faculty Survey (1987) are used to compare the views of Latino and non-Hispanic faculty on scholarship and university life and to present the perceptions of Chicano and Puerto Rican faculty on how Latino group-based research is rated in academe. The concluding section discusses the paucity and limitations of existing research on Chicano faculty and the ethnic/racial cleavages in academe. Contains 28 references. (SV) |
| Anmerkungen | Web site: http://www.jsri.msu.edu/RandS/research/ops |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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