Doctor of Philosophy (PhD)


Human Resource Education and Workforce Development

Document Type



A predicted population shift will increase the number of underrepresented groups entering the workforce, with Latinxs accounting for the majority of employees. Consequently, the number of Latinxs enrolled in colleges and universities nationwide will increase. This shift in the college student body demographic will in turn call for an increase in the number of underrepresented faculty members to provide support and mentorship to students. It is concerning to see that only 2% of tenured faculty identified as Latina in 2013-2014. This number will need to increase in order to support the predicted increase in Latinxs pursuing higher education. The purpose of the study was to explore and understand the perspectives of Latina faculty members on the role of Organizational Citizenship Behaviors and Institutional Engagement on their tenure and promotion at Research 1 Doctoral institutions. Semi-structured interviews were conducted to collect data for the study. The researcher interviewed ten female faculty members who identify as Latina, and are currently seeking or received tenure within the last five years from a Research 1 Doctoral institution. Analysis of interview transcripts presented similarities in the participants’ experiences related to the influence of institutional context in their connection to the institution, the important role their Latina identity played in their research and approach to tenure, and the overwhelming expectations they felt they had to meet. The findings also suggest a difference between participant involvement and engagement, with participants further along in the tenure process reporting more engagement than those who are starting the tenure process. The participants all highlighted the importance of their family and peer networks as a source of support. Document analysis of participant CVs and institutional tenure documents supported the participants’ reported experiences.



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Committee Chair

Robinson, Petra A.