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Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia


Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/12868

Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia

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Title: Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia
Author: Salazar, Andrea
Advisor(s): Boverie, Patricia
Committee Member(s): Noll, Bruce
Ibarra, Roberto
Flores-Duenas, Leila
Department: University of New Mexico. Division of Educational Leadership and Organizational Learning
Subject(s): organization
educational policy
LC Subject(s): Hispanic American women in the professions--Psychological aspects
Hispanic American women in the professions--Social aspects
Women in higher education--Attitudes
College teachers--Tenure--Psychological aspects
College teachers--Tenure--Social aspects
Achievement motivation in women
Degree Level: Doctoral
Abstract: This qualitative research investigation was designed to understand the transformational learning experiences among Latinas in academia and how these experiences affect their academic experience and teaching styles. Specifically, the following research questions were addressed: (1) How do Latinas that reach a tenure status interpret their journey and experiences within academia? (2) How do they describe organizational culture in which they work and teach? (3) What types of leadership skills do they possess? (4) How do they describe their experiences in relation to their larger community? Latina women that have reached a tenure status are extremely committed to improving the plight of the marginalized, are dedicated to changing the organization, encourage diversity, and promote social change. Despite the challenging journey through academia, the Latina women displayed a resilient attitude, and described the process as truly transformative. Their experiences provided them with skills to subvert sub-oppressive tactics and to challenge the system to instill fair and equitable educational practices. Negative perceptions of women of color in academia continue to prevail and universities continue to reify socially constructed race and gender theories. Diversity programs have a large impact on student outcomes and success but are subject to budget cuts. A review of the admissions criteria and the long-term impact and benefit of diversity programs are recommended, as well as an analysis of the relationships among academic leaders and the impact on educational policy.
Graduation Date: May 2011
URI: http://hdl.handle.net/1928/12868

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