Article

Innovative Higher Education

, Volume 35, Issue 3, pp 177-190

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

  • Anne-Marie NuñezAffiliated withEducational Leadership and Policy Studies Department, University of Texas at San Antonio Email author 
  • , Elizabeth Murakami RamalhoAffiliated withEducational Leadership and Policy Studies Department, University of Texas at San Antonio
  • , Kimberley K. CueroAffiliated withDepartment of Interdisciplinary Learning and Teaching, University of Texas at San Antonio

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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 Institution Minority-Serving Institution pedagogy autoethnography faculty development teaching