Pub Date : 2020-07-01DOI: 10.1177/1538192718777360
Anabel Moriña, V. Perera
This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.
{"title":"Inclusive Higher Education in Spain: Students With Disabilities Speak Out","authors":"Anabel Moriña, V. Perera","doi":"10.1177/1538192718777360","DOIUrl":"https://doi.org/10.1177/1538192718777360","url":null,"abstract":"This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"19 1","pages":"215 - 231"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192718777360","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48492002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1177/1538192720936409
Sonia Rey Lopez, M. Rivera
Researchers interviewed higher education professionals, asking: How do professionals working in higher education equity and access sectors, both public and private, assign responsibility for improving access, and what solutions do they propose? Informed by Kingdon’s multiple streams framework and Guajardo et al.’s theory of change in action, researchers spoke with professionals to analyze inequities in college access. Respondents disagreed on responsibility for improving access, with solutions varying based on vantage points, values, and privilege.
{"title":"Who is Responsible? Varying Solutions for Improving Equity of College Access in an Era of Rising Costs","authors":"Sonia Rey Lopez, M. Rivera","doi":"10.1177/1538192720936409","DOIUrl":"https://doi.org/10.1177/1538192720936409","url":null,"abstract":"Researchers interviewed higher education professionals, asking: How do professionals working in higher education equity and access sectors, both public and private, assign responsibility for improving access, and what solutions do they propose? Informed by Kingdon’s multiple streams framework and Guajardo et al.’s theory of change in action, researchers spoke with professionals to analyze inequities in college access. Respondents disagreed on responsibility for improving access, with solutions varying based on vantage points, values, and privilege.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"179 - 197"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720936409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45116218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-06DOI: 10.1177/1538192720932472
Alan Acosta, Kathy L. Guthrie
There is limited literature on how race influences leadership identity development. Using a case study methodology, this research explores the influence of race on the leadership identity development of Latino men at a Predominately White Institution. This study revealed that the leadership identity development model was applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the developmental influences and developing self categories, respectively.
{"title":"Haciendose un Líder: Leadership Identity Development of Latino Men at a Predominantly White Institution","authors":"Alan Acosta, Kathy L. Guthrie","doi":"10.1177/1538192720932472","DOIUrl":"https://doi.org/10.1177/1538192720932472","url":null,"abstract":"There is limited literature on how race influences leadership identity development. Using a case study methodology, this research explores the influence of race on the leadership identity development of Latino men at a Predominately White Institution. This study revealed that the leadership identity development model was applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the developmental influences and developing self categories, respectively.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"112 - 125"},"PeriodicalIF":0.0,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720932472","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48358674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-06DOI: 10.1177/1538192720932456
Jennifer Rogers
The Deferred Action for Childhood Arrivals (DACA) program provides legal protection to enhance access for a narrow subcategory of undocumented immigrants. Following the presidential election, a series of actions have pushed many of these recipients into limbo, leading to uncertainty and fear for these young students. This case study examined the intersectional identity and experiences of a first-generation Latina college student who is an undocumented immigrant and has received protection under the DACA program.
{"title":"Dreaming of the Future: Reflections of a Latina College Student Receiving DACA Protection in the Trump Era","authors":"Jennifer Rogers","doi":"10.1177/1538192720932456","DOIUrl":"https://doi.org/10.1177/1538192720932456","url":null,"abstract":"The Deferred Action for Childhood Arrivals (DACA) program provides legal protection to enhance access for a narrow subcategory of undocumented immigrants. Following the presidential election, a series of actions have pushed many of these recipients into limbo, leading to uncertainty and fear for these young students. This case study examined the intersectional identity and experiences of a first-generation Latina college student who is an undocumented immigrant and has received protection under the DACA program.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"165 - 178"},"PeriodicalIF":0.0,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720932456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47444285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-19DOI: 10.1177/1538192720920071
Lee Mackenzie
A government-established student loans institute known as Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior (ICETEX) has been instrumental in improving access to higher education in Colombia. This article uses the capability approach to analyze the ways in which ICETEX has contributed to loan recipients’ well-being and identify which capabilities loan recipients have reason to value. Evidence from qualitative interviews with eight participants reveals that, due to an intersecting set of conversion factors and capabilities, ICETEX both enables and constrains participants’ capabilities.
{"title":"A Case of Capability Expansion or Capability Reduction? An Exploration of Loan Recipients’ Views of ICETEX: Colombia’s Higher Education Student Loans Institute","authors":"Lee Mackenzie","doi":"10.1177/1538192720920071","DOIUrl":"https://doi.org/10.1177/1538192720920071","url":null,"abstract":"A government-established student loans institute known as Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior (ICETEX) has been instrumental in improving access to higher education in Colombia. This article uses the capability approach to analyze the ways in which ICETEX has contributed to loan recipients’ well-being and identify which capabilities loan recipients have reason to value. Evidence from qualitative interviews with eight participants reveals that, due to an intersecting set of conversion factors and capabilities, ICETEX both enables and constrains participants’ capabilities.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"82 - 111"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720920071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45017910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-05DOI: 10.1177/1538192720918369
Elsa Gonzalez, Cecilia Contreras Aguirre, J. Myers
This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.
{"title":"Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas","authors":"Elsa Gonzalez, Cecilia Contreras Aguirre, J. Myers","doi":"10.1177/1538192720918369","DOIUrl":"https://doi.org/10.1177/1538192720918369","url":null,"abstract":"This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"151 - 164"},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720918369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42282079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1177/1538192718775478
Z. Taylor
This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.
{"title":"¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States","authors":"Z. Taylor","doi":"10.1177/1538192718775478","DOIUrl":"https://doi.org/10.1177/1538192718775478","url":null,"abstract":"This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"19 1","pages":"195 - 209"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192718775478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1177/1538192719896332
Leslie D. Gonzales, Guadalupe Saldivar
To understand the presence and positioning of Latina faculty in humanities and social science scholarship, the authors analyzed articles published between 2000 and 2016 and developed three findings. First, few papers centered Latina professors. Second, when Latina faculty were featured in scholarship, it was often in the context of research concerning other minoritized and underrepresented faculty, more generally. Third, Latina faculty were frequently elevated as intellectuals when Latina-identifying scholars conducted the work.
{"title":"A Systematic Review of Select Social Science and Humanities Literature: The Presence and Positioning of Latina Professors","authors":"Leslie D. Gonzales, Guadalupe Saldivar","doi":"10.1177/1538192719896332","DOIUrl":"https://doi.org/10.1177/1538192719896332","url":null,"abstract":"To understand the presence and positioning of Latina faculty in humanities and social science scholarship, the authors analyzed articles published between 2000 and 2016 and developed three findings. First, few papers centered Latina professors. Second, when Latina faculty were featured in scholarship, it was often in the context of research concerning other minoritized and underrepresented faculty, more generally. Third, Latina faculty were frequently elevated as intellectuals when Latina-identifying scholars conducted the work.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"19 1","pages":"118 - 133"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192719896332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46367884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-08DOI: 10.1177/1538192720905802
J. Anguiano, Marbella Uriostegui, Melissa Gussman, C. Kouyoumdjian
A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants’ open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters.
{"title":"Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution","authors":"J. Anguiano, Marbella Uriostegui, Melissa Gussman, C. Kouyoumdjian","doi":"10.1177/1538192720905802","DOIUrl":"https://doi.org/10.1177/1538192720905802","url":null,"abstract":"A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants’ open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":"21 1","pages":"67 - 81"},"PeriodicalIF":0.0,"publicationDate":"2020-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1538192720905802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42989970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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