A five-year trend study regarding Hispanic faculty representation among major degree -granting public institutions in Texas

The study examined trends over a five-year period associated with the representation of Hispanic faculty at major degree-granting public institutions in Texas. Gender, Carnegie classification, academic position and ranking, university student enrollment and student ethnic representation was the focus of the research. Data for the study were obtained from the Texas Higher Education Coordinating Board. The subjects of the study were Hispanic faculty members at major degree-granting public institutions in Texas. The target and sample population consisted of 35 public degree-granting institutions in Texas. Thus, the target and sample population were one and the same. Descriptive statistics were applied to examine the factors associated with the representation of Hispanic faculty.;The quantitative findings suggest that as the prestige status of an institution increases, the representation of Hispanic "Professors, and Associate/Assistant Professors," decreases. Regarding academic position and ranking, the representation of Hispanic faculty seems to decrease as the academic position and ranking increases. The findings further suggest that Hispanic faculties continue to be plagued by their underrepresentation in higher education.;The information obtained from this study may help educational policy makers and institutional administrators, among public degree-granting institutions in Texas, better understand the "reality" encompassing the historical dilemma confronting aspiring Hispanic educators who wish to enter the world of academia. Their hopes of helping Hispanic children become active members of the "professional elite" in higher education may become a reality only if the barriers facing aspiring Hispanic educators are diminished dramatically.