A Critical Look at Perspectives of Access and Mission at High Latinx-Enrolling Urban Universities

Autor/inn/en	Zerquera, Desiree D.; Ballysingh, Tracy Arámbula; Templeton, Emerald
Titel	A Critical Look at Perspectives of Access and Mission at High Latinx-Enrolling Urban Universities
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 3, S.199-222 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.3.367
Schlagwörter	Institutional Mission; Hispanic American Students; Institutional Characteristics; Administrator Attitudes; Interviews; Urban Universities; Access to Education; Disadvantaged; Educational Opportunities; Student Diversity; Instructional Leadership; Higher Education; Transformational Leadership; Barriers; Excellence in Education; Diversity (Institutional) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Instruction; Leadership; Erziehung; Führung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfolg
Abstract	This article examines administrators' perspectives related to embracing and fulfilling a diversity- and access-centered mission at urban-serving universities with high Latinx enrollment. Considering today's context of higher education--whereby access and opportunities for Latinx and other marginalized populations has become increasingly stratified--this timely work seeks to foster dialogue regarding how to best uphold an access-centered mission. To achieve this, we framed the study using a critical lens that defines leadership for access as a leadership model that must focus on transformation for the greater good. Our critical lens also critically interrogates the meaning and implementation of "diversity" agendas on America's college campuses. Organizational sensemaking offers an analytical frame to situate administrators' accounts and trigger sensemaking processes, particularly with respect to identity and enactment of the environment. The study analyzes interviews with 21 administrators across four urban campuses within the same state and examines the administrators' commitment to and fulfillment of an access- and diversity-centered mission. The study categorizes the administrators' perspectives into three key areas: 1) diversity as an assumed identity as a by-product of situation within a diverse region; 2) diversity as a double-edged sword; and 3) enactment of a diversity- and access-centered mission. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01