Innovative Higher Education

, Volume 35, Issue 3, pp 177–190

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

  • Anne-Marie Nuñez
  • Elizabeth Murakami Ramalho
  • Kimberley K. Cuero
Article

DOI: 10.1007/s10755-010-9139-7

Cite this article as:
Nuñez, A., Ramalho, E.M. & Cuero, K.K. Innov High Educ (2010) 35: 177. doi:10.1007/s10755-010-9139-7

Abstract

Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform their pedagogical approaches toward equity. They drew upon Mills’s (1959) and Collins’s (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging students to consider their own personal biographies in relation to the social world, welcoming students’ multiple modes of expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing inclusivity in student learning and faculty development.

Key words

Hispanic-Serving InstitutionMinority-Serving Institutionpedagogyautoethnographyfaculty developmentteaching

Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Anne-Marie Nuñez
    • 1
  • Elizabeth Murakami Ramalho
    • 1
  • Kimberley K. Cuero
    • 2
  1. 1.Educational Leadership and Policy Studies DepartmentUniversity of Texas at San AntonioSan AntonioUSA
  2. 2.Department of Interdisciplinary Learning and TeachingUniversity of Texas at San AntonioSan AntonioUSA