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dc.contributor.authorSanchez, David
dc.date.accessioned2012-07-05T22:28:41Z
dc.date.available2012-07-05T22:28:41Z
dc.date.issued2012-07-05
dc.date.submittedMay 2012
dc.identifier.urihttp://hdl.handle.net/1928/20873
dc.description.abstractThis study investigates the perceptions of Hispanic tenure track faculty in New Mexico regarding their educational experiences, family background, and life experiences that empowered them to become professors. It is a qualitative study in which Hispanic tenure and/or tenure track faculty were interviewed. This study identifies institutional, group, and individual barriers to minority faculty positions in academia as well as assets that can be attributed to success. The literature review identifies barriers and assets in detail and provides extensive documentation regarding the continual difficulties that institutions of higher education have in diversifying the faculty. A conceptual model, entitled the Doors of Perception, was developed, and the lenses of cultural density, cultural capital, and cultural fluidity are used to conceptualize the experiences of Hispanic faculty who are from high-density cultural environments and who attended high-density minority schools.en_US
dc.language.isoen_USen_US
dc.subjectHispanic Facultyen_US
dc.subjectCultural Capitalen_US
dc.subjectCultural Densityen_US
dc.subjectCultural Fluidityen_US
dc.subjectMinorityen_US
dc.subject.lcshHispanic American college teachers
dc.subject.lcshHispanic Americans -- Education (Higher)
dc.titleThe Doors of Perception: Unlocking Hispanic Access to Higher Education Faculty Positions in New Mexicoen_US
dc.typeDissertationen_US
dc.description.degreeEducational Leadershipen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorBorden, Allison
dc.description.committee-memberFlorez, Viola
dc.description.committee-memberWinograd, Peter
dc.description.committee-memberJeronimo, Dominguez


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