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The Development and Improvement of Instructions ENCOUNTERING RACISM IN THE IVORY TOWERS: A QUALITATIVE ANALYSIS OF LATINO STUDENT EXPERIENCES IN HIGHER EDUCATION A Dissertation by KATHRIN ANN PARKS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2007 Major Subject: Sociology ENCOUNTERING RACISM IN THE IVORY TOWERS: A QUALITATIVE ANALYSIS OF LATINO STUDENT EXPERIENCES IN HIGHER EDUCATION A Dissertation by KATHRIN ANN PARKS Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joe Feagin Committee Members, Mark Fossett Joseph Jewell Kenneth Meier Head of Department, Mark Fossett December 2007 Major Subject: Sociology iii ABSTRACT Encountering Racism in the Ivory Towers: A Qualitative Analysis of Latino Student Experiences in Higher Education. (December 2007) Kathrin Ann Parks, B.A., Loras College; M.S., Texas A&M University Chair of Advisory Committee: Dr. Joe Feagin Currently, there is a significant gap in the literature on what Latino students are subjected to at predominately white universities regarding white racism and discrimination. If students of color face racism on university campuses, this could negatively impact their experiences while in college and perhaps the likelihood of their matriculation. This research focuses on whether or not Latino students are being treated differently because of their race, what patterns of discrimination exist for this group, and whether or not regional factors, as well as demographic factors influence these experiences. Feagin’s theory of systemic racism was the guiding framework for this study. According to this perspective, white racism permeates various levels of our society and is a foundational aspect of our country, both historically and contemporarily. Individual actors operate in the context of a system of racism, which occurs at the individual, institutional, and societal levels all at once. This dynamic informs this research. In order to get at the lived experiences of Latino students, qualitative interview methodology was iv used. Approximately 28 students on three campuses participated in face-to-face, in- depth interviews. Overwhelmingly, students faced various types of discrimination and racism both on and off-campus. This study contributes to the race and education literature by providing an in-depth analysis of how mistreatment based on race plays out for these students on both the individual and institutional level. It also suggests that white racism is still an issue for students of color and that the system of racism can have an impact on their educational experiences. Suggestions are made about how the institution of education could change in order to better suit the needs of its increasingly diverse student population. v DEDICATION To my family who has always supported me with love, to my friends who have inspired and encouraged me, to the faculty who have challenged me in so many ways, and to the students who shared their stories to make this research possible. vi ACKNOWLEDGEMENTS Because I can already predict that I will not do justice to all the people who have helped me through this process, I’m choosing to keep this brief. The length of these acknowledgements does not represent my gratitude for all the wonderful people in my life. First, I would like to thank my committee chair, Dr. Joe Feagin. Your work inspired me as an undergraduate student and continues to do so today. I appreciate the wisdom and guidance that you have given me throughout this process. My thanks also go to Dr. Mark Fossett, Dr. Joseph Jewell, and Dr. Ken Meier. All of you have been of great assistance to me in shaping this research. Thanks also to you all for the financial support you provided or directed me to that helped support me throughout the years. Thanks also to all of the teachers (graduate school and beyond) who have helped me become the person that I am today. I would not have been able to get to this point without the help and encouragement from my wonderful friends (who literally live all over the world!) Being able to discuss, vent, laugh, share, study, and just have fun with you all has kept me sane! I feel so blessed to have so many fantastic, inspiring, hilarious, and intelligent people in my life. Special thanks go to Mike Sconzo (“Soosh”), who has been there for me more times than I can count. There are no words to express how grateful I am that you are in my life. Last but not least, I would like to thank my family. Thank you for believing in me and encouraging me to follow this dream. I love you all so very much! vii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS .......................................................................................... vii LIST OF FIGURES ................................................................................................... x LIST OF TABLES .................................................................................................... xi I INTRODUCTION ................................................................................ 1 Educational Lag .............................................................................. 3 White Racism and Discrimination ................................................. 9 Major Predictions ........................................................................... 14 Conclusion ...................................................................................... 15 II HISTORICAL CONTEXT AND LITERATURE REVIEW ............... 16 Historical Context .......................................................................... 16 Current Conditions ......................................................................... 22 Studies on Students of Color in Higher Education ........................ 30 Guiding Questions .......................................................................... 35 III THEORETICAL PERSPECTIVE ....................................................... 36 Racial Group .................................................................................. 36 Ethnic Group .................................................................................. 39 Stereotyping ................................................................................... 41 Discrimination ................................................................................ 43 Institutional Discrimination ............................................................ 46 Systemic Racism ............................................................................ 47 IV METHODOLOGICAL APPROACH .................................................. 55 Sample ............................................................................................ 61 viii CHAPTER Page V INDIVIDUAL-LEVEL RACISM AND DISCRIMINATION ON CAMPUS ............................................................................................. 68 Mistreatment on Campus ............................................................... 68 Race over Merit .............................................................................. 78 Negative Reaction to Spanish on Campus ..................................... 87 One-way Assimilation .................................................................... 96 Being Asked to Speak for All Latinos ........................................... 105 Post-realization Unfriendliness ...................................................... 109 Negativity about Immigration Issues ............................................. 115 Derogatory Names .......................................................................... 122 Spoken and Unspoken Stereotypes about Latinos ......................... 125 Conclusion ...................................................................................... 136 VI INSTITUTIONAL RACISM AND DISCRIMINATION ON CAMPUS ............................................................................................. 138 Latino Concerns Addressed by University ..................................... 139 Symbolic Representation ................................................................ 147 Under-representation of Latino Faculty ......................................... 155 Over-representation of Latinos in Lower Positions ....................... 164 Latino Representation in the Curriculum ....................................... 170 Latino Student Leadership ............................................................. 178 Feeling Unwelcome or Unsafe on Campus .................................... 182 Conclusion ...................................................................................... 188 VII RACISM AND DISCRIMINATION OFF-CAMPUS ........................ 191 Mistreatment by the Police ............................................................. 191 Extremely Bad Service in a Restaurant or Store ............................ 201 Unnecessary Surveillance .............................................................. 209 Anger towards Spanish or Accent Off-Campus ............................. 212 Physical Discomfort and Staring ...................................................
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