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ERIC Number: EJ1171116
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2377-9187
Flipping the HSI Narrative: An HSI Positionality
Núñez, Anne-Marie
Association of Mexican American Educators Journal, v11 n3 p276-295 2017
Historically, the predominant narrative framing Hispanic-Serving Institutions (HSIs) is that they are monolithic and underperforming, inscribed in a false dichotomy as "Hispanic-Serving" or merely "Hispanic-Enrolling" (Núñez, Hurtado, & Calderón Galdeano, 2015). Together, these narrative threads weave a deficit perspective on HSIs that manifests itself too often, either implicitly or explicitly, when HSIs are addressed in research, policy, and practice. Unfortunately, such tendencies can result in unintended negative consequences for HSIs, including reduced institutional resources if inappropriate evaluations of institutional performance are conducted for performance funding purposes (Núñez, 2014; Núñez & Rodríguez, in press; Webber & Ehrenberg, 2009). Reflecting on her experiences in HSIs, the author argues to advance an "HSI positionality" that centers HSIs' realities, rather than externally imposed frames, as a central departure point to infuse future research, policy, and practice concerning HSIs. This move can mitigate the "epistemic injustice" (Frank, 2013) that traditionally has characterized the description and recognition of HSIs through deficit perspectives that do not fully recognize the contexts and contributions of HSIs. In this article, she suggests on how to build dispositions to conduct equity-oriented research on HSIs: (1) outlines the importance of mitigating epistemic injustice, by advancing a more socially just, holistic, and informed way of understanding HSIs; (2) discusses the importance of distinguishing between methodology and methods in higher education research, calling on researchers to employ a "transformative paradigm" (Hurtado, 2015; Mertens, 2009) in studying HSIs (Núñez, Hurtado, & Calderón Galdeano, 2015); (3) she delineates how three components of a transformative paradigm--epistemology, ontology, and axiology--can constitute an "HSI positionality" that can shape the last component of a transformative paradigm-methodology--to be more inclusive of the perspectives of HSIs and the personnel in them; and (4) in order to empower HSIs from the HSI positionality and the transformative paradigm, she addresses how researchers can partner with faculty and staff at HSIs to flip the narrative around HSIs.
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas