Transforming the Higher Education Landscape through Policy: The Lived Experiences of Latina Higher Education Changemakers

Autor/in	Sanchez-Palacios, Jeannette
Titel	Transforming the Higher Education Landscape through Policy: The Lived Experiences of Latina Higher Education Changemakers
Quelle	(2023), (223 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2996-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Higher Education; Educational Policy; Females; Equal Education; Hispanic American Students; College Students; Social Action; Personal Narratives; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Weibliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Soziales Handeln; Erlebniserzählung; Kalifornien
Abstract	For decades Latinas have been mobilizing their communities to call out and address the injustices they have encountered as women and as students of color (Garcia & Marquez, 2011). Latinas are becoming the fastest-growing minority group in California, and projections indicate this trend is expected to continue (American Association of University Women [AAUW], 2022; Hernandez, 2021; Moreno et al., 2022; U.S. Census Bureau, 2022). With that emergence, it is presumed Latinas will also advance in influence, participation, and representation in California's higher education systems (Calderon-Berumen, 2021). This narrative study examined the lived experiences of 14 Latinas involved in higher education policy reform in California. Through semi-structured interviews and by drawing on testimonios, the spoken narratives were used as a call to action to provoke change in response to social, historical, and political oppressions (Calderon-Berumen, 2021; Delgado Bernal, 2018; Espino et al., 2012). The women shared reflections, personal anecdotes, and their vision for more diverse leadership in California's higher education systems. Four themes were identified. The themes were centered around the (a) impacts Latinas' lived experiences have had on the policy development process in higher education reform, (b) cultural influences the coresearchers encountered; Latina leadership trajectory, and (c) the role mentors have in supporting Latinas who are transforming the higher education policy landscape. Collectively, the testimonios demonstrated the complexities endured by Latinas every day. Their narratives chronicled the intersections of race, gender, and culture that encroach on the everyday reality for Latinas. Future research directions are suggested to expand research of other marginalized groups; the significance of mentoring relationships that transcend differences in identity such as race, gender, or culture; continued transformation of higher education institutions, and support for state data infrastructure of the cradle-to-career program that may help identify and understand where equity gaps exist so changemakers and educators can address whether current policies eliminate equity gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01