From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965-2005

Autor/inn/en	MacDonald, Victoria-Maria; Botti, John M.; Clark, Lisa Hoffman
Titel	From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965-2005
Quelle	In: Harvard Educational Review, 77 (2007) 4, S.474-504 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Higher Education; Educational Opportunities; Educational Policy; Hispanic American Students; Educational Development; Federal Legislation; Affirmative Action; Reverse Discrimination; Self Determination; Social History; Critical Theory; Schematic Studies + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsentwicklung; Bundesrecht; Discrimination; Diskriminierung; Selbstbestimmung; Sozialgeschichte; Kritische Theorie; Schematheorie
Abstract	In this article, Victoria-Maria MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education. (Contains 5 notes.) (Author).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10