Holding Our Institutions Accountable for Latina/o Educational Attainment

• In Event: 520 - Section on Racial and Ethnic Minorities Paper Session. Toward a Sociological Critical Race Theory

Abstract

Latina/o students often experience cultural dissonance when attending a predominantly white university. This paper examines the efforts of the Latina/o Studies minor at my institution to create a counterspace for Latina/o students and challenge the institution to address the needs of these students. Critical race theory and tempered radical theory inform my approach to the case study method. I situate the study in the context of demographic changes and higher education priorities in Pennsylvania. I examine discourse as evidenced through institutional documents and describe strategies to create institutional change (needs assessment, resource mobilization, and legitimizing activities). I conclude that the micro and meso level changes on behalf of Latina/o students are tenuous. Shifts in institutional priorities could reverse them. However, external efforts led by a grassroots movement of Latina/o alumni may bolster efforts to support current and future Latina/o students.

Author

• Kimberly A. Mahaffy, Millersville University