Latine students' sense of belonging in library and information science : a critical-constructivist grounded theory
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Institutions that prepare Library and Information Science (LIS) professionals in the United States (US) align their missions to the field's goals of embracing diversity, equity, inclusion, and social justice. Efforts to increase diversity include encouraging students who are Black, Indigenous, and People of Color (BIPOC) and other diverse students to enroll in LIS programs. Regardless of these goals, very little is known about the actual experiences of students of color in LIS schools. Moreover, while the Hispanic population in the US grows exponentially, Latine LIS students have been absent in the professional literature1. This research study explores the educational experience of Latine students in LIS and what facilitates or hinders their sense of belonging. A qualitative approach of critical- constructivist grounded theory was used to explore and describe the students' experience and obtain recommendations for LIS Education. The experience of Latine students in LIS is academically complex and affected by socio-economic-cultural inequality issues. Addressing culturally-specific values and needs transforms those obstacles into supports. Implications for LIS education and areas of future research are presented, based on these findings.
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Ph. D.