Reimagining Organizational Theory for the Critical Study of Higher Education

Gonzales, Leslie D.; Kanhai, Dana; Hall, Kayon A.

doi:10.1007/978-3-319-72490-4_11

Cited by 39 publications

(43 citation statements)

References 150 publications

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“…Traditionally, RDT and institutionalism—and most organizational theories—overlook race/racism, antiblackness, and other oppressive systems’ effect on how and why organizations function (Garcia, 2018; Gonzales et al, 2018; Ray, 2019). Thus, given my research question, I leaned on two race-conscious frameworks complementary of this organizational analysis: Garcia’s (2019) conceptualization of HSIs as racialized organizations and Vargas’s (2018) notion of Title V as racialized funding.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

Aguilar-Smith

2021

AERA Open

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This critical qualitative study explores Hispanic-serving institutions’ (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study’s guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12 HSIs, including public Hispanic-serving community colleges and both public and private 4-year institutions, the findings suggest that HSIs vie for Title V grants for assorted and, at times, conflicting reasons. Specifically, they seek this racialized funding to (a) pool money, (b) address broad-based institutional needs, (c) signal legitimacy, and (d) support all students. Importantly, some of the reasons have little to do with immediately serving students generally or Latinx students more specifically. Thus, I argue that in their race-evasive pursuit of Title V funds, many HSIs capitalize on their Latinx students, rendering serving into $erving and ghosting the “H” and “S” in HSIs.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

Aguilar-Smith

2021

AERA Open

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“…The success of any organizational change effort requires communication of interests and priorities between various stakeholders, and a shift of institutional purposes, frameworks, and logics to reflect the desired cultural change (Kezar 2012(Kezar , 2013Kezar and Bernstein-Serra 2020). Efforts towards diversity and social justice in particular require foregrounding the power of institutional leaders in mobilizing the necessary resources (Kezar 2001;Pasque and Carducci 2015) as well as the demonstration of a deep commitment to institutional transformation, rather than a merely cosmetic superficial change (Gonzales et al 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

StateChurch: Bringing Religion to Public Higher Education

2021

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Religion undeniably impacts life in modern society in numerous ways. In the U.S., discussions about religion in public life often start at the First Amendment of the U.S. constitution as fundamental to the separation of church and state. Public higher education does not necessarily share established associations with any religion, but is not free from religious influence. Although Christian influences are undeniably present on public campuses, educators hesitate to discuss religion and spirituality due in part to a pedestrian understanding of the establishment clause and epistemologies that artificially equate secularism with intellectualism. This paper examines case studies conducted at five public U.S. institutions. Focus groups and interviews highlight what different public campuses are doing to address religious diversity, and how they are succeeding or failing to accommodate the needs of students. Findings indicate that executive leaders’ attitudes towards religious diversity on campus are essential for sustained interfaith efforts, but fell short without bottom-up buy-in. Faculty in particular served as key bottom-up leaders for interfaith motivation on campus with students often feeling most comfortable exploring different worldviews within the classroom. This study provides reasonable and responsible pathways toward helping locate religion within public education, and substantiating interfaith ideas as necessary for an informed and responsible global citizenry.

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“…To illustrate, when Black students and faculty endure extended exposure to racism, racial battle fatigue (RBF; Smith et al, 2016) can emerge in gendered nuanced ways that harm both Black men and women (Hotchkins, 2017;Smith et al, 2007). Gonzales et al (2018) argue that higher education institutions should "reimagine" how diversity efforts are studied, arguing that current organizational theories and perspectives are often insufficient and lack a critical approach. While there is much work on the challenges leaders of color face (Gonzales et al, 2018;Ospina & Foldy, 2009), additional insight is needed to understand how leaders of color consider their identities in predominantly White institutional (PWI) spaces.…”

Section: Racial Identity and Leadershipmentioning

confidence: 99%

“…Gonzales et al (2018) argue that higher education institutions should "reimagine" how diversity efforts are studied, arguing that current organizational theories and perspectives are often insufficient and lack a critical approach. While there is much work on the challenges leaders of color face (Gonzales et al, 2018;Ospina & Foldy, 2009), additional insight is needed to understand how leaders of color consider their identities in predominantly White institutional (PWI) spaces.…”

Section: Racial Identity and Leadershipmentioning

confidence: 99%

“…Research and theories focused on leadership are fraught with cultural bias and are typically constructed without consideration for the context (i.e., identities, past experiences, connection to the community) of the leader (Bordas, 2007). Some scholars have called for further development of more integrated theories through the use of critical race theory (Wolfe & Dilworth, 2015) or other critical paradigms to adjust organizational theories (Gonzales et al, 2018;Kezar, 2008). The integrated theoretical framework for leadership, which was put forward by Ospina and Foldy (2009), provides one approach for understanding the connection between leadership roles and the experience of being a president of color.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Leading at the crossroads: Understanding how identity influences presidential communication for Black community college presidents

McNaughtan¹,

Hotchkins²

2021

EPAA

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Research on leadership is historically biased, with little consideration for different experiences of leaders of color. In this study, we applied the integrated race and leadership framework (Ospina Foldy, 2009) and utilized a case study approach focused on the context of institutional communication to analyze the experiences of six Black community college presidents. The study was guided by the overarching question of how racial identity guided what and how presidents communicated. Our findings indicate that these presidents of color viewed their communication through a social justice lens, while also recognizing their responsibility to the institution. Five themes were identified that highlight the strategies and approaches these presidents take when communicating to their campus, including: 1) a consciousness of who is listening, 2) a sense of racial battle fatigue, 3) a focus on local impact, 4) connection and support from the community, and 5) the skill of racial and social adaptation.

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Reimagining Organizational Theory for the Critical Study of Higher Education

Cited by 39 publications

References 150 publications

Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

StateChurch: Bringing Religion to Public Higher Education

Leading at the crossroads: Understanding how identity influences presidential communication for Black community college presidents

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