Date: 11 Mar 2010
Pedagogy for Equity: Teaching in a Hispanic-Serving Institution
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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.
is an Assistant Professor in the higher education program of the Educational Leadership and Policy Studies department at the University of Texas at San Antonio. She holds a Ph.D. from the University of California Los Angeles. Her research addresses the influences on the college access and success of diverse students, particularly Latino, first-generation, and migrant students. She can be contacted at firstname.lastname@example.org.
is an Assistant Professor in Educational Leadership and Policy Studies at the University of Texas at San Antonio. She is a Ph.D. graduate of Michigan State University. Her research focuses on urban and international educational leadership, including Latin@ leaders, leadership dynamics, hybrid identities/communities, social justice, race, and gender. She can be contacted at email@example.com.
Kimberley K. Cuero
is an Assistant Professor at the University of Texas at San Antonio in the Department of Interdisciplinary Learning and Teaching. Drawing on qualitative research methodologies, her research examines how language and literacy practices serve as windows into multiple ways of knowing and being—particularly for students who fall outside of the ever-shrinking “mainstream.” Her email address is firstname.lastname@example.org.
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- Pedagogy for Equity: Teaching in a Hispanic-Serving Institution
Innovative Higher Education
Volume 35, Issue 3 , pp 177-190
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Hispanic-Serving Institution
- Minority-Serving Institution
- faculty development
- Author Affiliations
- 1. Educational Leadership and Policy Studies Department, University of Texas at San Antonio, San Antonio, TX, USA
- 2. Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, TX, USA