Librarians have the potential to influence the university’s representation of knowledge, making it important to understand the attitudes they bring to work each day. Results of this Q study indicate librarians may believe their profession’s ethos of neutrality renders debate over social justice within the library moot. Only a small number of librarians at this Hispanic-serving institution envision themselves positioned to promote social justice by empowering students to use the resources currently available within the library.
AlireC. A.StielowF. J. (1995). Minorities and the symbolic potential of the academic library: Reinventing tradition. College & Research Libraries, 56, 509-517. doi:10.5860/crl_56_06_509
2.
AlthusserL. (2006). Ideology and ideological state apparatuses (Notes towards an investigation). In SharmaA.GuptaA. (Eds.), The Anthropology of the State: A reader (pp. 86–173). Malden, MA: Blackwell.
AtasayE. (2015). Neoliberal multiculturalism embedded in social justice education: Commodification of multicultural education for the 21st century. Journal for Critical Education Policy Studies, 12, 171-204.
5.
BalesS. E.EngleL. S. (2012). The counterhegemonic academic librarian: A call to action. Progressive Librarian, 40, 16-40.
6.
BasoleA. (2009). Eurocentrism, the university, and multiple sites of knowledge production. In Edu-Factory Collective (Eds.), Toward a global autonomous university: Cognitive labor, the production of knowledge, and exodus from the education factory (pp. 32-38). Brooklyn, NY: Autonomedia.
7.
BlackK. (2018). Recruiting under-represented groups to librarianship. Multicultural Learning and Teaching, 13(1), 1-9.
8.
BrownS. R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
9.
FrancoM. A.HernandezS. (2018). Assessing the capacity of Hispanic serving institutions to serve Latinx students: Moving beyond compositional diversity. New Directions for Institutional Research, 177, 57-71.
10.
FreireP. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder.
11.
GarciaG. A. (2016a). Complicating a Latina/o-serving identity at a Hispanic-serving institution. The Review of Higher Education, 40, 117-143.
12.
GarciaG. A. (2016b). Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic serving institution (HSI). Journal of Diversity in Higher Education, 9, 20-33.
13.
GarciaG. A. (2018). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17, 132-147.
14.
GarciaG. A.RamirezJ. J. (2018). Institutional agents at a Hispanic serving institution: Using social capital to empower students. Urban Education, 53, 355-381.
15.
GirouxH. A. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard Educational Review, 72, 425-463.
16.
GirouxH. A. (2003). Selling out higher education. Policy Futures in Education, 1, 179-200. doi:10.2304/pfie.2003.1.1.6
17.
GreeneD.OesterreichH. A. (2012). White profs at Hispanic-serving institutions: Radical revolutionaries or complicit colonists?Journal of Latinos and Education, 11(3), 168-174. doi:10.1080/15348431.2012.686351
18.
GusaD. L. (2010). White institutional presence: The impact of whiteness on campus climate. Harvard Educational Review, 80(4), 464-490. doi:10.17763/haer.80.4.p5j483825u110002
19.
HarrisM. H. (1986). State class and cultural reproduction: Toward a theory of library service in the United States. Advances in Librarianship, 14, 211-252.
20.
HubbardS. M.StageF. K. (2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving and predominantly Black institutions. The Journal of Higher Education, 80, 270-289.
21.
McKeownB.ThomasD. (1988). Q methodology (Vol. 66). Beverly Hills, CA: Sage.
22.
MonzóL. D. (2014). A critical pedagogy for democracy: Confronting higher education’s neoliberal agenda with a critical Latina feminist episteme. Journal for Critical Education Policy Studies, 12, 73-100.
23.
MoralesM.KnowlesE. C.BourgC. (2014). Diversity, social justice, and the future of libraries. Portal: Libraries and the Academy, 14, 439-451. doi:10.1353/pla.2014.0017
24.
MoscowitzD.JettT.CarneyT.LeechT.SavageA. (2014). Diversity in times of austerity: Documenting resistance in the academy. Journal of Gender Studies, 23, 233-246. doi:10.1080/09589236.2014.913976
25.
RaberD. (2003). Librarians as organic intellectuals: A Gramscian approach to blind spots and tunnel vision. The Library Quarterly: Information, Community, Policy, 73(1), 33-53.
26.
RadfordG. P. (1992). Positivism, Foucault, and the fantasia of the library: Conceptions of knowledge and the modern library experience. The Library Quarterly: Information, Community, Policy, 62, 408-424.
27.
SolisJ.DabbourK. S. (2006). Latino students and libraries: A U.S. federal grant project report. New Library World, 107(1/2), 48-56.
28.
TashakkoriA.TeddlieC. (2010). SAGE handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage.
29.
WattsS.StennerP. (2012). Doing Q methodological research: Theory, method and interpretation. Los Angeles, CA: Sage.
30.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.
