Authors explore obstacles Latin teachers face in higher education | Way of life
The Pollak Library continued to host its midday talks with Prof. Patricia Perez and Estela Zarate and discussed the concluding findings of the book, “The Tenure-Track Process for Chicana and Latina Faculty: Experiences of Resistance and Persistence at the academy ”, Tuesday.
The webinar shared insight into the struggles that Chicana and Latina facing the faculty, how to facilitate retention and promotion, the importance of their voice as well as the importance of their role as female mentors.
According to Perez, Much of the inspiration for the book came from two earlier books by Kerry Ann Rockquemore and Tracey Laszloffy titled, “The Black Academic’s Guide to Winning the Mandate ー Without Losing Your Soul” and “Presumed Incompetent: Intersections of race and class for women in academia. ”
Perez also stated that tThe goal of the conversation was to allow participants to come away with a better understanding of the Chicana and Latinas landscape in the higher education system in the United States and how to support the Chicana and Latina faculties.
Because the book was published in 2019, before the United States was affected by the pandemic, it does not cover the current struggles the Chicana and Latina community have faced since. In an infographic created by HOPE, the COVID Tracking Project, it was stated that in California, nearly 30% of all Latinas and almost 40% of undocumented Latinas lost their jobs in the first months of the pandemic. .
Tthe infographic also showed that in California, 15% of Latinas had at least a bachelor’s degree compared to 43% of white women, and Latinas in California earned $ 0.42 for every dollar earned by a white man.
To talk about the educational conditions that teachers in Latina and Chicana face, another infographic shared in the onine seminar showed statistics of full-time teachers by race, sex and academic rank, provided by the National Statistics Center of the education, also known as NCES. He revealed that the Hispanic faculty, both female and male, is only 3%, which is similar to black faculty. In comparison, white women make up 55% of the entire faculty and white men 40%.
As professors move up the ranks, data shows that fewer Hispanic professors progress alongside their white counterparts, so institutions end up with 1% or less at full professor rank.
Looking more closely at the data provided by the NCES, the ranking of Caucasian male faculty is the most evenly distributed relative to their female counterparts, while they are concentrated at the assistant professor level. Hispanic teachers level early at the teacher and instructor level and decline as they progress through the ranks.
Perez said factors contributing to this data are that women are seen as less competent, rated lower in teaching evaluations, their research is cited less, and they have lower salaries. According to Perez, women in general are more engaged in service and spend more time counseling and coaching.They also have a higher proportion of home care responsibilities, Perez said.
“For women, and especially Hispanic women, women in general are seen as less competent. They are rated lower in teaching evaluations. Their research is less cited. They have lower wages than men. Thus, women in general are more engaged in service and spend more time with students, whether it is counseling, mentoring and unfortunately this continues at home and especially for those with leadership responsibilities. caregivers, ”Perez said.
In addition to their existing challenges, the women of Chicana and Latina also face gender and ethnic stereotypes that they are nurturing, motherly and submissive, Perez said. When they do not correspond to these particular expectations, it can result in prejudices and negative pedagogical evaluations.
In one of the chapters in the book, research shows how Latin leaders such as professors and administrators often receive challenges at their scholarship, simply for the way they are, and receive direct challenges to their authority. Their accomplishments are also often downplayed.
“Research also reports that Chicanas and Latinas find themselves undervalued, emotionally taxed, poorly paid, under-supervised, overworked, especially when it comes to service. Thus, Chicana and Latina faculties face both this cultural tax and the gender tax and therefore Latinas and other women of color in the faculty have higher service charges and mentoring charges and more important advice. So their service obviously has an impact on their ability to write research, to hone their teaching profession, it means that retention and promotion are hampered, ”said Perez.
the The Pollak Library Lecture Series continues on April 27 with Tala Khanmalek and his presentation on “The Bath Riots of 1917: Uncovering the History of Public Health in the United States and Mexico.”