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mods: Barriers, influences, and leadership challenges of selected Mexican American administrators in South Texas higher education from 1970 to 1990 Herrington, David Earl. creator Dooley, Larry M. degree committee member. Hinojosa, David degree committee member. Hoyle, John R. degree supervisor. Stark, Stephen L. degree committee member. Texas A & M University degree granting institution. text bibliography Academic theses. Case studies. History. xx 1993 monographic eng print 2 volumes (x, 451 leaves) : map ; 28 cm This oral history of Mexican American educators examined the South Texas experience in light of a century-and-a-half of conflict which reflected juxtaposing Anglo Saxon and Chicano ideologies. Texans of Mexican descent who grew up in South Texas from the late 1930's through the late 1960's were, to varying degrees, products of this conflict. The coauthors of this study, for the most part, left South Texas, attained undergraduate and graduate degrees, then returned to South Texas where they assumed positions of authority in public higher education during the 1970's and 1980's. The contexts within which each individual grew up were examined in light of sociological descriptions of South Texas communities, Hidalgo County Project descriptions of Mexican American families, social-learning theory, and the literature on mentoring relationships. This study explored factors which enabled individuals to remain within the educational pipeline from childhood through the Ph.D. An ecological view of human development was assumed. Emphasis throughout the study centered about human development within conducive contexts. Behaviors of parents, teachers, college teachers, graduate faculty, and other significant persons were investigated. Personal strategies also comprised an important part of the upward mobility mosaic. Although the coauthors all grew up in South Texas, their experiences were diverse. Parents' socioeconomic level, degree of discrimination within communities, age, …