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Examining racial discourse in equity reports: Florida’s public Hispanic serving institutions

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Published: 2022-03-08

Author

Ishara Casellas Connors

Texas A&M University

https://orcid.org/0000-0003-0084-1531

Keywords: diversity; equity and inclusion policy; higher education policy; CRT; LatCrit

Abstract

Public Hispanic serving institutions (HSIs) play a prominent role in educating racially minoritized students, thus making them valuable sites for examining higher education increased attention to state and institution-level diversity policy and plans. Institutional diversity, equity, and inclusion (DEI) plans, serve as public statements regarding institutional priorities, illuminate how racial equity is centered or decentered. This research engages 10 Equity Reports at public two-year and four-year HSIs in Florida. Through the lens of critical race theory and LatCrit, the analysis foregrounds patterns regarding institutional discourse, in response to state policy mandates, considering the intersection of HSI designation and institutional type. The findings illustrate how the Equity Reports decenter racial equity, reflect a sparse substantive mention of Latinx students, and only superficially engages with the HSIs designation. The findings expand the analysis of HSIs to a new sociopolitical context, providing a broader view of HSIs, and provide policymakers and implementers with tools to consider racial equity through DEI policy.

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Author Biography

Ishara Casellas Connors

Texas A&M University

Ishara Casellas Connors is an assistant professor in public service & administration in the Bush School of Government and Public Service at Texas A&M University. Her research examines issues related to higher education policy, implementation, and student experience while considering the implications of such policies for advancing equity for minoritized students.

 

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Published: 2022-03-08

How to Cite

Casellas Connors, I. (2022). Examining racial discourse in equity reports: Florida’s public Hispanic serving institutions. Education Policy Analysis Archives, 30, (29). https://doi.org/10.14507/epaa.30.5955