Latinx faculty representation and resource allocation at Hispanic Serving Institutions
Latinx faculty representation and resource allocation at Hispanic Serving Institutions
复制标题
拉美裔服务机构中拉丁裔教师的代表性和资源分配
DOI：
10.1080/13613324.2019.1679749
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发表时间：
2020
影响因子：
2.5
通讯作者：
Erika Davis
中科院分区：
文献类型：
--
作者：
Nicholas Vargas;Julio Villa;Erika Davis
西班牙裔服务机构的早期倡导者认为，HSI应该要求“在教师......水平上有显著的西班牙裔人员配置模式”和“对西班牙裔学习者需求的认真承诺”。我们研究是否HSIs，近40年后，已经解决了这些电话，详细说明率拉丁美洲教师的代表性，并探讨HSIs如何将教师纳入联邦资助的HSI计划。从2009年至2016年（N = 167）的所有标题V资助的HSIs的分析表明，平均拉丁裔学生与拉丁裔教师的比例为146：1，而推论白色学生与白色教师的比例为10：1。此外，对HSI补助摘要的分析表明，HSI花费联邦资金--最初是为了改善教育不平等--用于培训白色教师，使其更具“文化意识”和“文化参与”。我们认为，这些研究结果与批判种族理论（CRT）的两个核心原则，即CRT的种族自由主义的批判，和德里克贝尔的利益趋同的概念化。
ABSTRACT Early advocates for Hispanic-Serving Institutions argued that HSIs should require ‘significant Hispanic staffing patterns at the faculty … level’ and ‘serious commitment to the needs of Hispanic learners.’ We examine whether HSIs, nearly 40 years later, have addressed these calls by detailing rates of Latinx faculty representation and exploring how HSIs incorporate faculty in federally funded HSI initiatives. Analyses of all Title V funded HSIs from 2009–2016 (N = 167) indicate that the average Latinx student-to-Latinx faculty ratio is 146:1, whereas the corollary White student-to-White faculty ratio is 10:1. Moreover, analyses of HSI grant abstracts indicate that HSIs expend federal funding–which was initially intended to ameliorate educational inequalities – on training White faculty to become more ‘culturally aware' and ‘culturally engaged.’ We argue these findings align with two core tenets of Critical Race Theory (CRT) – namely CRT’s critique of racial liberalism, and Derrick Bell’s conceptualization of interest convergence.