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作者

来源

URBAN EDUCATION,Vol.53,Issue3,P.355-381

语言

英文

关键字

postsecondary education; programs; public higher education; diversity; social capital; Hispanic education; urban education; Hispanic students; leadership; identity; SCHOOL; FRAMEWORK; FACULTY; SUCCESS

作者单位

[Garcia, Gina A.] Univ Pittsburgh, Dept Adm & Policy Studies, Higher Educ, Pittsburgh, PA USA. [Ramirez, Jenesis J.] Univ Pittsburgh, Social & Comparat Anal Educ Program, Pittsburgh, PA USA. Garcia, GA (reprint author), Univ Pittsburgh, Adm & Policy Studies, 5907 WW Posvar Hall,230 South Bouquet St, Pittsburgh, PA 15260 USA. E-Mail: ggarcia@pitt.edu

摘要

As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better serve their students. Guided by Stanton-Salazar's social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master's granting HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.