In this second decade of the 21st century, Hispanic women in academia continue to lag behind their White counterparts; namely, U.S. Department of Education 2003 data…
In this second decade of the 21st century, Hispanic women in academia continue to lag behind their White counterparts; namely, U.S. Department of Education 2003 data revealed that 1.8% Hispanic women occupied administrative or executive posts at doctoral research universities in comparison with 3.7% of White women (Evans & Chun, 2007). Undoubtedly, Hispanic women administrators in higher education represent the faces of gender and ethnicity and, above all, they are instrumental in facilitating career paths for present and future generations of Hispanic students. Toward this end, this review of literature will provide a framework for the discussion of women's leadership practices and administrative roles, in relation to a number of salient factors, which include Hispanics as a group and prevailing ideologies surrounding this ethnic group; differences among the various Hispanic groups including trajectory and language; self-efficacy as a construct and its relationship to ethnicity and culture; women and the hidden curriculum phenomenon; Discourse theory and sociocultural mechanisms.
Jean Lau Chin, Ed.D., ABPP, is professor at Adelphi University in New York. She has held leadership positions as dean, Adelphi University; Systemwide Dean, California School of Professional Psychology at Alliant International University; President, CEO Services; executive director, South Cove Community Health Center; and codirector, Thom Child Guidance Clinic. Her work on diversity, leadership, and women's issues has been extensive including a recent Special Issue on Diversity and Leadership in the American Psychologist. Among her many awards for her work is Distinguished Leadership in Education, Organization of Chinese Americans, Long Island.
This volume's title, Women of Color in Higher Education: Turbulent Past, Promising Future, suggests women of color have endured a tumultuous past, given their historical experience with discrimination as a result of both racism and sexism in the United States. Collectively identified as African American, Asian/Pacific American, Hispanic/Latina, and Native American women in the United States, women of color share membership in marginalized groups and they experience varied forms of discrimination in their efforts to fully and equally participate in society (Lloyd-Jones, 2011). Discussions of these injustices and their effects are included in chapters throughout the volume. The chapters feature relevant experiences specific to women faculty and administrators of color in higher education. These include examinations of the progress of women of color in academia, as demonstrated by their increased (but still underrepresented) presence in senior-level administrative and faculty positions, and suggestions for a more inclusive academic environment for women of diverse racial and ethnic backgrounds. The compilation of chapters in fact, provides conceptual, empirical, and reflective knowledge implicitly revealing the “present” status of women of color in predominantly White institutions of higher education. Many of the contributors provide implications and recommendations for a “promising future” in their chapters.