Beyond the moniker: an in-depth analysis of faculty roles in shared governance when research 1 institutions receive a Hispanic serving-institution designation

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dc.contributor.advisorBanda, Rosie M.
dc.contributor.authorGutierrez, Jocelyn
dc.contributor.committeeMemberPhilips, Clarenda
dc.contributor.committeeMemberEdwards, Dessynie
dc.contributor.committeeMemberFlowers, Alonzo M.
dc.contributor.committeeMemberForgione, Bunny
dc.creator.orcidhttps://orcid.org/0000-0003-4440-6910
dc.creator.orcidhttps://orcid.org/0000-0003-4440-69100000-0003-4440-6910https://orcid.org/0000-0003-4440-6910
dc.creator.orcid0000-0003-4440-6910en_US
dc.date.accessioned2020-11-05T22:57:52Z
dc.date.available2020-11-05T22:57:52Z
dc.date.issued2020-08
dc.description.abstractMinimal research exists for critically examining assistant tenure-track faculty roles in shared governance when Research 1 Institutions receive a Hispanic-Serving Institution federal designation. Additionally, literature is scarce in understanding how department policies at R1s ensure institutional alignment of the HSI designation, or how classroom equity is enacted as it pertains to Latina/os students’ success outcomes. When R1 institutions operate independently from an HSI designation, they perpetuate the cycle of inequity and inequality found within traditional higher learning institutions. Under the guise of organizational theory, undergirded by critical theory and critical consciousness, this study examined the role of 10 assistant tenuretrack faculty at R1 institutions with an HSI designation. Utilizing a qualitative case study approach the findings suggested that assistant tenure-track faculty do have a role in shared governance when R1 institutions are granted a HSI federal designation as well as additional findings in relation to departmental policies and equity in pedagogy as it relates to Latina/os students’ success. The study concludes with the implications of findings and recommendations for future studies.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent187 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/89095
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.holderGutierrez, Jocelyn Asme
dc.subject.lcsheducational leadershipen_US
dc.subject.lcshhigher educationen_US
dc.subject.lcshhigher education administrationen_US
dc.titleBeyond the moniker: an in-depth analysis of faculty roles in shared governance when research 1 institutions receive a Hispanic serving-institution designationen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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