This report addresses the underrepresentation of Mexican-Americans in the faculties of U.S. universities. During the 11-year period from 1980 to 1990, a total of 91,837 women received doctorates from U.S. universities, and of these, 751 (0.7 percent) were Mexican-Americans. Of the 148,352 men who received doctorates during this period, 1,189 (also 0.7 percent) were Mexican-Americans. Other trends include critical underrepresentation of Mexican-Americans, especially females, in the fields of physical science, engineering, life science, humanities, education, and other professional fields. California undergraduate institutions produced the largest share of Mexican-American students who went on to receive docto ates; within the state, the California State University system produced the largest number of these future doctorates. Sixty-six scholars who were awarded the Ford Foundation Minority Fellowship were interviewed concerning family background and educational experiences. Respondents indicated that educational barriers included lack of preparation and skills, lack of financial support, lack of information on graduate school, lack of role models, family responsibilities, being stigmatized as an affirmative action student, and experiences with racial and gender discrimination. On the other hand, scholars spoke of positive mentoring relationships; research experiences; and encouragement from certain faculty, peers, and family. They noted that the single most important factor in obtaining a doctoral degree was a positive mentoring experience. Policy implications for public schools and universities are discussed. Contains 20 references, numerous tables, the survey questionnaire, and a summary that was published separately. (LP)
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