Access to Doctoral Study for Hispanic Students: The Pragmatics of “Race” in (Recent) Texas History and Policy

Abstract

This article discusses the historical developments and major policy shifts that contextualize higher education access for Hispanic and other underrepresented students in Texas. How state educators and policy makers provide access notwithstanding a changing context is described. Reference is made to a specific institution and doctoral program in South Texas as an example of the effort to address the state's moral and economic imperatives of ensuring access to higher education for Hispanic students.

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