This study serves to document my transition into critical consciousness – or conscientização – through interactions with my students. I utilize narrative autoethnographic methods, content analysis, qualitative interviewing, and personal reflection to document my transformation from objectively interested faculty member to accomplice by learning about how the life of my students outside of school affected their performance inside of school. Significant findings fall into two categories: personal and professional. Personally, this study was cathartic. By using a scholarly lens to analyze and reflect on my experience, I was able to process my experience in the context of existing research and original research I conducted for this study. Professionally, this study serves as a ‘counterstory’ intended to document the need for Hispanic Serving Institutions (HSIs). Implications for this study include upward social mobility through education for Latinx students and challenging HSIs to invest in facilitating conscientização through professional development.
","abstract_html":"<p>This study serves to document my transition into critical consciousness – or conscientização – through interactions with my students. I utilize narrative autoethnographic methods, content analysis, qualitative interviewing, and personal reflection to document my transformation from objectively interested faculty member to accomplice by learning about how the life of my students outside of school affected their performance inside of school. Significant findings fall into two categories: personal and professional. Personally, this study was cathartic. By using a scholarly lens to analyze and reflect on my experience, I was able to process my experience in the context of existing research and original research I conducted for this study. Professionally, this study serves as a ‘counterstory’ intended to document the need for Hispanic Serving Institutions (HSIs). Implications for this study include upward social mobility through education for Latinx students and challenging HSIs to invest in facilitating conscientização through professional development.</p>","abstract_has_math":false,"creators":["Drury, Benjamin Mercer"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Tiffeny Jimenez","Terry Smith","Todd Price"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-04-01T07:00:00Z","date_published":"2023-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["autoethnography","faculty","critical consciousness","transformation","Latinx","Community College Education Administration","Community College Leadership","Education","Educational Leadership","Educational Methods","Educational Sociology","Higher Education Administration","Other Education","Quantitative, Qualitative, Comparative, and Historical Methodologies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/957","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tiffeny Jimenez","Terry Smith","Todd Price"]},{"key":"dc:creator","label":"Author","values":["Drury, Benjamin Mercer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-04-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autoethnography","faculty","critical consciousness","transformation","Latinx","Community College Education Administration","Community College Leadership","Education","Educational Leadership","Educational Methods","Educational Sociology","Higher Education Administration","Other Education","Quantitative, Qualitative, Comparative, and Historical Methodologies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/957"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study serves to document my transition into critical consciousness – or conscientização – through interactions with my students. I utilize narrative autoethnographic methods, content analysis, qualitative interviewing, and personal reflection to document my transformation from objectively interested faculty member to accomplice by learning about how the life of my students outside of school affected their performance inside of school. Significant findings fall into two categories: personal and professional. Personally, this study was cathartic. By using a scholarly lens to analyze and reflect on my experience, I was able to process my experience in the context of existing research and original research I conducted for this study. Professionally, this study serves as a ‘counterstory’ intended to document the need for Hispanic Serving Institutions (HSIs). Implications for this study include upward social mobility through education for Latinx students and challenging HSIs to invest in facilitating conscientização through professional development.
"]},{"key":"dc:title","label":"Title","values":["AN AUTOETHNOGRAPHIC JOURNEY TO CRITICAL CONSCIOUSNESS: HOW A WHITE FACULTY MEMBER AT A HISPANIC SERVING INSTITUTION MOVES FROM ALLY TO ACCOMPLICE BY LEARNING STUDENT STRUGGLES"]}]}],"canonical_facts":{"dc:contributor":["Tiffeny Jimenez","Terry Smith","Todd Price"],"dc:creator":["Drury, Benjamin Mercer"],"dc:date.available":["2023-04-04T07:00:00Z"],"dc:description.abstract":["This study serves to document my transition into critical consciousness – or conscientização – through interactions with my students. I utilize narrative autoethnographic methods, content analysis, qualitative interviewing, and personal reflection to document my transformation from objectively interested faculty member to accomplice by learning about how the life of my students outside of school affected their performance inside of school. Significant findings fall into two categories: personal and professional. Personally, this study was cathartic. By using a scholarly lens to analyze and reflect on my experience, I was able to process my experience in the context of existing research and original research I conducted for this study. Professionally, this study serves as a ‘counterstory’ intended to document the need for Hispanic Serving Institutions (HSIs). Implications for this study include upward social mobility through education for Latinx students and challenging HSIs to invest in facilitating conscientização through professional development.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/957"],"dc:subject":["autoethnography","faculty","critical consciousness","transformation","Latinx","Community College Education Administration","Community College Leadership","Education","Educational Leadership","Educational Methods","Educational Sociology","Higher Education Administration","Other Education","Quantitative, Qualitative, Comparative, and Historical Methodologies"],"dc:title":["AN AUTOETHNOGRAPHIC JOURNEY TO CRITICAL CONSCIOUSNESS: HOW A WHITE FACULTY MEMBER AT A HISPANIC SERVING INSTITUTION MOVES FROM ALLY TO ACCOMPLICE BY LEARNING STUDENT STRUGGLES"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}