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ffi Beyond A rmative Action ffi Beyond A rmative Action Reframing the Context of Higher Education Robert A. Ibarra The University of Wisconsin Press TheUniversityofWisconsinPress 2537DanielsStreet Madison,Wisconsin53718 3HenriettaStreet LondonWC2E8LU,England Copyright(cid:1)2001 TheBoardofRegentsoftheUniversityofWisconsin System Allrightsreserved 5 4 3 2 1 PrintedintheUnitedStatesofAmerica LibraryofCongressCataloging-in-PublicationData Ibarra,RobertA. Beyondaffirmativeaction:reframingthecontext ofhighereducation/RobertA.Ibarra. 340pp. cm. Includesbibliographicalreferencesandindex. ISBN0-299-16900-6(cloth:alk.paper) ISBN0-299-16904-9(pbk.:alk.paper) 1. Education, Higher—Social aspects—United States. 2. Affirmative action programs—United States. 3. His- panic Americans—Education (Higher)—Social aspects. 4. Minorities—Education (Higher)—Social aspects— United States. 5. Education, Higher—Aims and objec- tives—UnitedStates.I.Title. LC191.9.I23 2001 378.1(cid:1)9829—dc21 00-008920 Publicationofthisbookhasbeenmadepossibleinpart byagrantfromtheEvjueFoundation. To my mentor, colleague, and friend, the late Arnold “Arnie” Strickon, professor of anthro- pology emeritus at the University of Wiscon- sin–Madison and a faculty member at Wal- denUniversityJuly19,1932–July20,1997 Contents Tables ix Foreword xi Acknowledgments xiii Part I Reframing the Context of Higher Education 1 CriticalJuncturesforChange 3 2 TheLatinoStudy:ReconceptualizingCultureandChangingthe DynamicsofEthnicity 20 3 Multicontextuality:AHiddenDimensioninHigherEducation 43 Part II Latinas and Latinos in Graduate Education and Beyond 4 TheGraduateSchoolExperience:EthnicityinTransformation 81 5 “TheyReallyForgetWhoTheyAre”:LatinosandAcademic OrganizationalCulture 107 6 LatinosandLatinasEncounteringtheProfessoriate 138 Part III The Engagement of Cultural Context in Academia 7 Teaching,Testing,andMeasuringIntelligence:Uncoveringthe EvidenceThatCulturalContextIsImportant 181 8 ReframingtheCulturalContextoftheAcademy:ANew InfrastructureforTeaching,Learning,andInstitutionalChange 222 Appendix1 InstitutionsAttendedbyInterviewees 263 Appendix2 GraduateEnrollment,1986–1996 265 Appendix3 LatinoFacultyIssues 266 Notes 269 References 281 Index 305 Tables 2.1 DoctoraldegreesawardedinallfieldsbyU.S.collegesand universitiesbyethnicityandcitizenship,1989–1998 25 3.1 Selectedcharacteristicsofhighandlowcontext 69 3.2 Characteristicsoffield-sensitiveandfield-independentchildren andadults 77 4.1 Latinostudy,1994–1995:Degreestatusofparticipantsby genderandethnicity 86 4.2 Latinostudy,1994–1995:Fieldofstudyofparticipantsby ethnicgroup 103 6.1 Latinostudy,1994–1995:Profileoftenureproblemsbygender 151 6.2 Latinostudy,1994–1995:Fieldofstudyofparticipants bygender 166 7.1 Facultysurvey,1995–1996:Demographicsoffull-time undergraduatefaculty 210 7.2 Facultysurvey,1995–1996:Evaluationmethodsusedinmost orallundergraduateclasses 212 7.3 Facultysurvey,1995–1996:Instructionmethodsusedinmost orallundergraduateclasses 214 7.4 Facultysurvey,1995–1996:Goalsforundergraduatesnotedas “veryimportant”or“essential” 216 Appendix2 Graduateenrollmentbyethnicity,1986–1996 265 Appendix3 MajorconcernsofLatinofaculty 266

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A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But
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ffi Beyond A rmative Action ffi Beyond A rmative Action Reframing the Context of Higher Education Robert A. Ibarra The University of Wisconsin Press TheUniversityofWisconsinPress 2537DanielsStreet Madison,Wisconsin53718 3HenriettaStreet LondonWC2E8LU,England Copyright(cid:1)2001 TheBoardofRegentsoftheUniversityofWisconsin System Allrightsreserved 5 4 3 2 1 PrintedintheUnitedStatesofAmerica LibraryofCongressCataloging-in-PublicationData Ibarra,RobertA. Beyondaffirmativeaction:reframingthecontext ofhighereducation/RobertA.Ibarra. 340pp. cm. Includesbibliographicalreferencesandindex. ISBN0-299-16900-6(cloth:alk.paper) ISBN0-299-16904-9(pbk.:alk.paper) 1. Education, Higher—Social aspects—United States. 2. Affirmative action programs—United States. 3. His- panic Americans—Education (Higher)—Social aspects. 4. Minorities—Education (Higher)—Social aspects— United States. 5. Education, Higher—Aims and objec- tives—UnitedStates.I.Title. LC191.9.I23 2001 378.1(cid:1)9829—dc21 00-008920 Publicationofthisbookhasbeenmadepossibleinpart byagrantfromtheEvjueFoundation. To my mentor, colleague, and friend, the late Arnold “Arnie” Strickon, professor of anthro- pology emeritus at the University of Wiscon- sin–Madison and a faculty member at Wal- denUniversityJuly19,1932–July20,1997 Contents Tables ix Foreword xi Acknowledgments xiii Part I Reframing the Context of Higher Education 1 CriticalJuncturesforChange 3 2 TheLatinoStudy:ReconceptualizingCultureandChangingthe DynamicsofEthnicity 20 3 Multicontextuality:AHiddenDimensioninHigherEducation 43 Part II Latinas and Latinos in Graduate Education and Beyond 4 TheGraduateSchoolExperience:EthnicityinTransformation 81 5 “TheyReallyForgetWhoTheyAre”:LatinosandAcademic OrganizationalCulture 107 6 LatinosandLatinasEncounteringtheProfessoriate 138 Part III The Engagement of Cultural Context in Academia 7 Teaching,Testing,andMeasuringIntelligence:Uncoveringthe EvidenceThatCulturalContextIsImportant 181 8 ReframingtheCulturalContextoftheAcademy:ANew InfrastructureforTeaching,Learning,andInstitutionalChange 222 Appendix1 InstitutionsAttendedbyInterviewees 263 Appendix2 GraduateEnrollment,1986–1996 265 Appendix3 LatinoFacultyIssues 266 Notes 269 References 281 Index 305 Tables 2.1 DoctoraldegreesawardedinallfieldsbyU.S.collegesand universitiesbyethnicityandcitizenship,1989–1998 25 3.1 Selectedcharacteristicsofhighandlowcontext 69 3.2 Characteristicsoffield-sensitiveandfield-independentchildren andadults 77 4.1 Latinostudy,1994–1995:Degreestatusofparticipantsby genderandethnicity 86 4.2 Latinostudy,1994–1995:Fieldofstudyofparticipantsby ethnicgroup 103 6.1 Latinostudy,1994–1995:Profileoftenureproblemsbygender 151 6.2 Latinostudy,1994–1995:Fieldofstudyofparticipants bygender 166 7.1 Facultysurvey,1995–1996:Demographicsoffull-time undergraduatefaculty 210 7.2 Facultysurvey,1995–1996:Evaluationmethodsusedinmost orallundergraduateclasses 212 7.3 Facultysurvey,1995–1996:Instructionmethodsusedinmost orallundergraduateclasses 214 7.4 Facultysurvey,1995–1996:Goalsforundergraduatesnotedas “veryimportant”or“essential” 216 Appendix2 Graduateenrollmentbyethnicity,1986–1996 265 Appendix3 MajorconcernsofLatinofaculty 266

Description:
A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But
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