Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions

By Hubbard, Steven M.; Stage, Frances K. | Journal of Higher Education, May-June 2009 | Go to article overview

Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions


Hubbard, Steven M., Stage, Frances K., Journal of Higher Education


As populations in the U.S. continue to shift, we see concomitant shifts in the enrollments of students who make up our higher education institutions. Recent data show that while the populations at elite institutions tend to be stable, less selective institutions are increasingly more likely to enroll a more diverse population of students, including immigrants (Massey, Charles, Lundy, & Fischer, 2003). These population shifts have resulted in institutions that have become known as minority serving institutions (MSIs).

Lane and Brown (2003) maintained, however, that we can not assume that Hispanic Serving Institutions (HSIs) nor Predominantly Black Institutions (PBIs) provide either congenial or intimidating campus environments for students. For example, HSIs began serving the Latino population because of geographic location and demographic changes (Benitez, 1998). The institutional missions of many HSIs and some PBIs do not directly address the specific needs of students of color (Contreras & Bensimon, 2005; Lane & Brown, 2003). By contrast, the institutional missions of Historically Black Colleges and Universities (HBCU) do directly address the needs of African American students (Redd, 1998). Hispanic Serving Institutions were not created under federal law nor with a historical purpose of serving Latino students. Predominantly Black Institutions typically have geographic circumstances that have resulted in their serving Black students. These types of institutions can be called minority serving institutions.

Along with circumstantial shifts, many minority serving institutions also face financial difficulties and report understaffed and underfunded campuses. These challenges may impact the ability of minority serving institutions to successfully benefit their student populations. As funding for higher education grows tighter, we see increased emphases on measurement and accountability (Brown & Lane, 2003). As institutions turn their focus to document value added and achievement of students, they produce studies that assess student views of their learning and their college experiences. Relatively few of these studies examine the attitudes, perceptions, and preferences of the instructors who work with those students.

Faculty attitudes toward students and teaching significantly influence the campus environment. Faculty beliefs, practices, and values can diminish or enhance outcomes for students of color (Bensimon, Pena, & Castillo, 2004). Possible differences between Predominantly White Institutions (PWI) and minority serving institutions raise several questions regarding whether discrepancies exist in the learning environment of undergraduates. Do faculty attitudes at PWIs differ from faculty attitudes at HSIs and PBIs? Do faculty perceptions and preferences about undergraduate students at PWIs differ from faculty at minority serving institutions? How do these characteristics affect the conditions of student learning?

By examining variations in faculty attitudes, opinions about students, and satisfaction with their profession, we explore differences in learning environments for students attending HSIs and PBIs. Results will be of interest to administrators and faculty who seek to optimize the learning environment for college students of color. This paper describes the attitudes, perceptions, and preferences of faculty at Hispanic Serving Institutions and Predominantly Black Institutions. Using the 1999 National Study of Postsecondary Faculty (NSOPF-99) data set, we compared instructors of these minority serving institutions with instructors from similar institutions that had high enrollments of Caucasian students. Highlighting dissimilarities allows us to understand how campus environments and faculty culture may differ between minority serving institutions and other PWI campuses with similar academic missions. These factors are examined under the framework of campus environments and institutional ethos. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.