From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965-2005

In this article, Victoria-Maria MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act’s 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education. More than forty years after the Higher Education Act of 1965 was passed, the Latino relationship to higher education remains a complicated one.1 Never a simple story of progress, the Latino narrative has been marked by a dialectic of educational access and societal constraint, of opportunity achieved and expectations tempered. This hard journey is rooted in the 1960s, when the civil rights movement encouraged Hispanic Americans, particularly Mexican Americans, to seek both recognition and attention from politicians and policymakers. Indeed, before significant inroads could be made into opening their access to higher education, Hispanics had to gain national visibility as a group whose needs and voices had historically been neglected.”*

*From: http://www.redorbit.com
Traducido: usando Google o Altavista/Babel Fish

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