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

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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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dc.contributor.author Salazar, Andrea
dc.date.accessioned 2011-07-02T17:17:21Z
dc.date.available 2011-07-02T17:17:21Z
dc.date.issued 2011-07-02
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/1928/12868
dc.description.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. en_US
dc.subject organization en_US
dc.subject leadership en_US
dc.subject Latinas en_US
dc.subject transformational en_US
dc.subject motivation en_US
dc.subject resilience en_US
dc.subject educational policy en_US
dc.subject.lcsh Hispanic American women in the professions--Psychological aspects
dc.subject.lcsh Hispanic American women in the professions--Social aspects
dc.subject.lcsh Women in higher education--Attitudes
dc.subject.lcsh College teachers--Tenure--Psychological aspects
dc.subject.lcsh College teachers--Tenure--Social aspects
dc.subject.lcsh Achievement motivation in women
dc.title Transformational Learning Experiences Among Latinas Who Have Attained A Tenure Status in Academia en_US
dc.type Dissertation en_US
dc.description.degree Organizational Learning and Intructional Technology en_US
dc.description.level Doctoral en_US
dc.description.department University of New Mexico. Division of Educational Leadership and Organizational Learning en_US
dc.description.advisor Boverie, Patricia
dc.description.committee-member Noll, Bruce
dc.description.committee-member Ibarra, Roberto
dc.description.committee-member Flores-Duenas, Leila


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