Latino educational opportunity in discourse and policy: A critical and policy discourse analysis of the White House Initiative on Educational Excellence for Hispanics

Hernández, Susana Ramírez

doi:10.31274/etd-180810-3197

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…Higher education research has traditionally applied CDA to consider “how dominant discourses construct realities that support and advance their worldview and conviction that are inherently unjust” (Martínez-Alemán, 2015, p. 20). Researchers have used CDA to consider state policy (Winkle-Wagner et al, 2014), funding (Alemán, 2006), and federal Latinx policy (Hernandez, 2013) to “identify the interconnectedness of politics and policy in education [and] to identify some of the cultural values and choices of policy” (Hernandez, 2013, p. 15). Given the embeddedness of racism, CDA is particularly relevant in examining the discourses constructed through higher education DEI plans where dominant group norms may integrate inequity into policy despite characterizing such policy as neutral, thus preserving a White hegemonic enterprise (Ward, 2017).…”

Section: Methods Research Design and Analysismentioning

confidence: 99%

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

Connors

2021

AERA Open

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As racialized institutions, Hispanic-serving institutions educate large portions of racially minoritized students within organizational and policy structures that advance Whiteness. This research considers how the institution-level diversity, equity, and inclusion (DEI) plans, produced in response to state-level DEI policies in Florida, California, and New York, construct narratives of intersectional diversity and a racialized Latinx identity at Hispanic-serving community colleges (HSCCs). Engaging critical discourse analysis, drawing together critical race theory and LatCrit, the analysis expands the consideration of DEI policy implementation at HSCCs. The findings illustrate the interconnectedness of state-level policy, policy implementation guidance, and institution-level discourse related to defining intersectional diversity and demographic data. Furthermore, it captures a lack of attention to racial composition among Latinx students and the limited characterization of HSI status. This study highlights how the implementation of state-level DEI policies can advance or erase the considerations of intersectionality among Latinx students.

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Section: Methods Research Design and Analysismentioning

confidence: 99%

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

Connors

2021

AERA Open

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“…One of the main reasons I utilized the Community Capitals Framework to conceptualize this study and analyze the data was because it of its inclusion of natural capital. While higher education scholars have previously studied college-going from a capital framework, their scholarship has focused primarily on social and cultural capital (Gildersleeve, 2010;Hernandez, 2013;Kiyama, 2010;Nora, 2004). Given the centrality of geography to this study, I wanted to understand if there was a relationship between natural capital and rural college-going.…”

Section: Community Capital and Urbanormativitymentioning

confidence: 99%

The middle of somewhere: an exploration of rural women, communities of place, and college-going

Gillon¹

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It has been well documented that rural students attend college at a rate lower than urban students as well as below the national average, despite the fact that rural students tend to graduate from high school at a higher rate than students in urban schools. Previous scholarship has attributed this post-secondary educational pattern to individual factors such as student aspirations and attainment as well as cultural and social capital at the familial level. Less attention has been given to the role of community context and the capital present at the community level in shaping rural student's college-going practices and behaviors. This study utilized life history methodology to explore how two White women from rural areas understood how their home communities shaped their college-going practices and behaviors. Findings suggest that rural women's college-going is heavily influenced by rural community capital and its interaction with larger systems and structures such as gender/patriarchy and urbanormativity. Implications for research recommend further exploration of the roles of natural and built capital in understanding college-going, especially for rural students. Implications for policy focus on the role of dual enrollment programs and broadband internet access in shaping college-going practices and behaviors in rural communities. CHAPTER ONE PROBLEM, PURPOSE & SIGNIFICANCE In this chapter, I provide an introduction to my study. I begin with a summation of my statement of inquiry. I then provide an overview of the purpose of the study and conclude with discussion of the significance of the study. Statement of Inquiry Access to higher education in the United States has been restricted and limited to various populations since the creation of the first universities in the mid to late 1600s (Thelin, 2004). Admission policies have historically prohibited people of Color, women, and students from low socioeconomic status from participating in and earning a higher education (Thelin, 2004; Rudolph, 1991). Although these restrictive policies are no longer legal, higher education scholarship has shown that structural challenges still exist that prevent students from equitably accessing higher education because of race/racism, gender/sexism, and socioeconomic status/poverty (Bergerson, 2009) as well as citizenship status (Gildersleeve, 2010; Hernandez, 2013). Less attention, though, has been given to the role of place as a challenge to accessing higher education and the ways in which place informs social systems and identities as they relate to post-secondary educational opportunity. In critically discussing the role of geography, Reynolds (2004) posited: While race, class, and gender have long been viewed as the most significant markers of identity, geographic identity is often ignored or taken for granted. However, identities take root from particular sociogeographical intersections, reflecting where a person comes from and, to some extent, directing where she is allowed to go. (p.11)

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State-Based Policy Supports for Refugee, Asylee, and TPS-Background Students in US Higher Education

Unangst

Connors

Barone

2022

Refuge

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Higher education for displaced students is rarely the focus of academic literature in the context of the United States, despite 79.5 million people displaced worldwide as of December 2019 and 3 million refugees resettled in the United States since the 1970s (UNHCR, 2020). An estimated 95,000 Afghans will be resettled in the US by September 2022, and the executive branch has requested $6.4 billion in funds from Congress to support this resettlement process (Young, 2021). This represents the most concentrated resettlement in the US since the end of the Vietnam War. It is therefore clear that policy supports for displaced students represent a pressing educational equity issue. This paper applies critical policy analysis to state-level policies supporting displaced students and argues that both data gaps and policy silence characterize the current state of play.

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Latino educational opportunity in discourse and policy: A critical and policy discourse analysis of the White House Initiative on Educational Excellence for Hispanics

Cited by 3 publications

References 53 publications

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions

The middle of somewhere: an exploration of rural women, communities of place, and college-going

State-Based Policy Supports for Refugee, Asylee, and TPS-Background Students in US Higher Education

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