Radical Pedagogy

Radical Pedagogy (2016)

Volume 13 Issue 2

ISSN: 1524-6345

Pipelining: Battling the Latino Education Crisis from P12 through Graduate School

Kaia Tollefson

Professor of Education

California State University Channel Islands, USA

E-mail: kaia.tollefson@csuci.edu

Monica Pereira

Associate Librarian, John Spoor Broome Library

Affiliated faculty, Chicana/o Studies Program

California State University Channel Islands, USA

E-mail: monica.pereira@csuci.edu


     The authors argue that two main challenges face Hispanic Serving Institutions (HSIs) and the people who work in them. The first is that those who work in HSIs must focus first on making core changes within themselves, their institutions, and their society before inequitable patterns of educational opportunity, achievement and degree attainment can be improved. Three core “fault lines” in the values, beliefs, and norms of the educational enterprise are identified as contributing to faulty pipeline functioning: inequity, injustice, and disconnection. National data on educational attainment, income, and demographic growth patterns are presented, and detailed U.S. census tract data on local degree attainment rates are provided as a strategy for making regional pipeline functioning visible, for problematizing inequities, and for inspiring a felt local need to make improvements. The second challenge is that legitimacy in claiming an HSI identity requires a campus community’s collective desire, willingness, and increasingly sophisticated ability to talk in public spaces about race and ethnicity as they intersect with and inform patterns of inequity. The authors describe actions taken at their institution to expand capacity for meeting both challenges.

     Keywords: Hispanic Serving Institution, educational pipeline, access,

                       equity, Latina/o students, under-represented minority

                       students, graduate school