Innovative Higher Education

, Volume 35, Issue 3, pp 177–190 | Cite as

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

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

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 

References

  1. Acosta, T. P. (2009). Mexican American legal defense and educational fund. Texas State Historical Association: University of North Texas. Retreived December 10, 2009 from http://www.tshaonline.org/handbook/online/articles/MM/jom1.html
  2. Aguirre, A., & Martinez, R. (2006). Diversity leadership in higher education. San Francisco, CA: Jossey-Bass.Google Scholar
  3. Alanís, I., Cuero, K. K., & Rodriguez, M. A. (2009). Research for the educational advancement of Latin@s: A research and professional development collaborative. NASPA Journal about Women in Higher Education, 2(1), 243–244.CrossRefGoogle Scholar
  4. Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122.CrossRefGoogle Scholar
  5. Austin, A. E. (2003). Creating a bridge to the future: Preparing new faculty to face changing expectations in a shifting context. Review of Higher Education, 26(2), 119–144.CrossRefGoogle Scholar
  6. Boice, B. (2000). Advice for new faculty members. Boston, MA: Allyn Bacon.Google Scholar
  7. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood.Google Scholar
  8. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.Google Scholar
  9. Cantu, N., & Ammons, L. (January, 2008). Mentoring across race and rank. Paper presented at the annual meeting of the Modern Language Association, San Francisco, CA.Google Scholar
  10. Chaisson, R. L. (2004). A crack in the door: Critical race theory in practice at a predominantly White institution. Teaching Sociology, 32(4), 345–357.CrossRefGoogle Scholar
  11. College Board (2008). Coming to our senses: Education and the American future. New York, NY: Author.Google Scholar
  12. Collins, P. H. (1993). Black feminist thought in the matrix of domination. In C. C. Lemert (Ed.), Social theory: The multicultural and classic readings (pp. 615–625). San Francisco, CA: Westview.Google Scholar
  13. Contreras, F. E., Malcom, L. E., & Bensimon, E. M. (2008). Hispanic-Serving Institutions: Closeted identity and the production of equitable outcomes for Latina/o students. In M. Gasman, B. Baez, & C. S. V. Turner (Eds.), Understanding minority-serving institutions (pp. 71–90). Albany, NY: State University of New York Press.Google Scholar
  14. Cuero, K. K., Bonner, J, Schwartz, M. D., Smith, B. S., Touchstone, R., & Vela, Y. (2008). Venturing into unknown territory: Using aesthetic representations to understand reading comprehension. International Journal for Education and the Arts, 9(1). Retrieved January 5, 2010 from http://www.ijea.org/v9n1/
  15. Denzin, N. K. (2003). Performing [auto] ethnography politically. The Review of Education, Pedagogy, and Cultural Studies, 25(3), 257–278.CrossRefGoogle Scholar
  16. Excelencia in Education. (2009). Lists of Hispanic-Serving Institutions. Retrieved December 10, 2009 from http://www.edexcelencia.org/research/hsi/hsi-lists
  17. Friend, J., & Gonzales, J. (2009). Get together to write. Academe, 95(1), 31–33.Google Scholar
  18. Fry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Los Angeles, CA: Pew Hispanic Center.Google Scholar
  19. Gandara, P., & Contreras, F. (2009). The Latino education crisis. Cambridge, MA: Harvard University Press.Google Scholar
  20. Gasman, M. (2008). Minority-Serving Institutions: The path to successfully educating students of color. Indianapolis, IN: Lumina Foundation for Education.Google Scholar
  21. Gasman, M. (2009, October 11). Minority-Serving colleges deserve more respect. Chronicle of Higher Education. Retrieved December 10, 2009 from http://chronicle.com/article/Minority-Serving-Colleges-D/48726
  22. Gillespie, D., Dolsak, N., Kochis, B., Krabill, R., Lerum, K., Peterson, A., et al. (2006). Research circles: Supporting the scholarship of junior faculty. Innovative Higher Education, 30(3), 149–162.CrossRefGoogle Scholar
  23. Gonzalez, K., & Padilla, R. (2008). Doing the public good: Latina/o scholars engage civic participation. Sterling, VA: Stylus.Google Scholar
  24. Gonzales, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households and classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  25. Gracia, J. (2008). Latinos in America: Philosophy and social identity. Malden, MA: Blackwell.Google Scholar
  26. Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, 7–24.Google Scholar
  27. Hooks, B. (1994). Teaching to transgress. New York, NY: Routledge.Google Scholar
  28. Hubbard, S., & Stage, F. (2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving and predominantly Black institutions. The Journal of Higher Education, 80(3), 270–289.CrossRefGoogle Scholar
  29. Hurtado, S., & Sharkness, J. (2008). Scholarship is changing, and so should tenure review. Academe, 94(5), 37–39.Google Scholar
  30. Johnson, J. N., Conrad, C. F., & Perna, L. W. (2006). Minority-Serving institutions of higher education: Building upon and extending lines of inquiry for the advancement of the public good. In C. F. Conrad & R. C. Serlin (Eds.), The Sage handbook for research in education (pp. 263–277). Thousand Oaks, CA: Sage.Google Scholar
  31. Kirst, M. W., & Bracco, K. (2004). From high school to college: Improving opportunities for success in postsecondary education. In M. W. Kirst & A. Venezia (Eds.), Bridging the great divide (pp. 1–30). San Francisco, CA: Jossey-Bass.Google Scholar
  32. McPhee, J. (1984). The headmaster: Frank L. Boyden of Deerfield. Toronto, Canada: Douglas & McIntire.Google Scholar
  33. Mills, C. W. (1959). The sociological imagination. New York, NY: Oxford University Press.Google Scholar
  34. Padilla, R. V. (1993). Using dialogical research methods in group interviews. In D. L. Morgan (Ed.), Successful focus group methods: Advancing the state of an art (pp. 152–166). Newbury Park, CA: Sage.Google Scholar
  35. Piercy, F., Giddings, V., Allen, K., Dixon, B., Meszaros, P., & Joest, K. (2006). Improving campus climate to support faculty diversity and retention: a pilot program for new faculty. Innovative Higher Education, 30(1), 53–66.CrossRefGoogle Scholar
  36. Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–51.CrossRefGoogle Scholar
  37. Rhoades, G., Kiyama, J. M., McCormick, R., & Quiroz, M. (2008). Local cosmopolitans and cosmopolitan locals: Towards new models of professionals in the academy. The Review of Higher Education, 31(2), 209–235.Google Scholar
  38. Root, M. P. P. (2003). Multiracial families and children: Implications for educational research and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 110–124). San Francisco, CA: Jossey-Bass.Google Scholar
  39. Senge, P. M., Nelda, J. C., McCabe, T. L., Kleiner, A., Dutton, J., & Smith, B. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York, NY: Doubleday.Google Scholar
  40. Smith, D. G., & Wolf-Wendel, L. (2005). The challenge of diversity: Involvement or alienation in the academy? San Francisco, CA: Jossey-Bass.Google Scholar
  41. Torres-Saillant, S. (2007). Pitfalls of Latino chronologies: South and Central Americans. Latino Studies, 5(4), 489–502.CrossRefGoogle Scholar
  42. Tuitt, F. (2003). Afterword: Realizing a more inclusive pedagogy. In A. Howell & F. Tuitt (Eds.), Race and higher education: Rethinking pedagogy in diverse college classrooms (pp. 243–268). Cambridge, MA: Harvard Education Publishing Group.Google Scholar
  43. Turner, C. S. V., Gonzalez, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139–168.CrossRefGoogle Scholar
  44. Valencia, R. R. (2002). Mexican Americans don’t value education! On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103.CrossRefGoogle Scholar
  45. Wildman, T. M., Hable, M. P., Preston, M. M., & Magliaro, S. G. (2000). Faculty study groups: Solving “good problems” through study, reflection, and collaboration. Innovative Higher Education, 24(4), 247–263.CrossRefGoogle Scholar
  46. Zusman, A. (2005). Issues facing higher education in the twenty-first century. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.), American higher education in the twenty-first century: Social, political, and economic challenges (2nd ed., pp. 115–160). Baltimore, MD: Johns Hopkins University Press.Google Scholar

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

Personalised recommendations