Diversification of Latino Faculty at Hispanic-Serving Institutions

• In Event: Interventions Influencing Student Sucess
  In Roundtable Session: Leadership Journeys in Higher Education

Abstract

There is a belief in higher education that Latino/a faculty do not possess the skills necessary to succeed in academe (Verdugo, 1995). Currently, the Latino/a population represents 17% of the total population in the United States. Although the Latino/a population is growing, the rate at which they are obtaining doctoral degrees remains low.  Only 4.7% of the entire United States population, age 25 years or older has received doctoral degrees. In 2012, only 5% of all doctoral degrees were conferred to Latinos (NCES, Digest of Education Statistics 2003).   Consequently, the limited number of Latino/a that receive doctoral degrees ultimately contribute to a decreased representation of Latino/a faculty on college campuses, as most teaching positions at the university level require a doctoral degree (Padilla, 2003).  To increase the number of Latinos/as in the professoriate, the number of Latino/a doctoral candidates must increase. However, Latino/a students’ report challenges within graduate school that may deter them from pursuing doctoral degrees, which in turn leads to less Latinos entering the professoriate (Herrera, 2003).
As it is Latino faculty have lower rates of tenure than do non- Latino/a faculty and less often reach the rank of full professor (de Los Santos & Rigual, 1994) It was also found that Latinos were also less represented in faculty position as early as 2011 Latinos only represented 3% of Full Professors in comparison to 79% being filled by their white counterparts (Aud; Wilkinson-Flicker; Rathbun; Wang  & Zhang, 2013).  
         A diverse university faculty can, serve as a valuable tool for supporting the retention of Latino students on college campuses, as they are mentors and role models and shape curriculum for all students (Espino, 2014; Gardner & Holley, 2011; Solorzano & Yosso, 2006). Latino/a students have described graduate school as a place where they feel invisible (Ramirez, 2011).  This feeling of invisibility may cause Latino/a students to question their abilities and eventually reconsider their decision to pursue a doctoral degree program and in turn enter into the professoriate. To increase the number of Latinos/as in the professoriate, the number of Latino/a doctoral candidates must increase. However, Latino/a students’ report challenges within graduate school that may deter them from pursuing doctoral degrees, which in turn leads to less Latinos entering the professoriate (Ibarra, 2003). 
The focus of this qualitative interview study will be to capture the experiences and narratives of Latino/a professors who are employed at Hispanic Serving Institutions.  This study will help administrators at colleges and universities across the country understand the need for diversification of faculty on their campuses. It is important to note that interactions with a diverse faculty can have a strong impact on student retention and graduation on college campuses (Hurtado & Kamimura, 2003). 

Author

• Brenda S Estrada, Santa Ana College