This study examined the experiences of 17 Latina/o students who participated in a university mentoring program that included academic and cultural resources, involvement, and leadership opportunities. The goal was to understand their lived experiences and their own perceptions of their academic success and persistence. An interpretive phenomenological analysis was used with one-on-one interviews, revealing the following emergent themes: (a) common experiences providing benefits of mentoring, (b) common challenges, and (c) lessons learned. ResumenEste estudio examino las experiencias de 17 estudiantes latina/os que participaron en un programa universitario de mentoría, el cual incluyo recursos académicos y culturales, así como oportunidades de liderazgo e involucramiento. La meta fue la de entender sus experiencias vividas y percepciones propias de éxito y persistencia académicos. Se usó un análisis fenomenológico interpretativo con entrevistas individuales, revelando los siguientes temas: (1) experiencias comunes que proveyeron beneficios de mentoría (2) retos comunes, y (3) lecciones aprendidas.

Topics of diversity, equity, and inclusion continue to be accepted yet highly debated issues on college campuses. Seemingly, hiring of diverse faculty is a priority that many college campuses attempt without much regard to the organizational mechanisms which provide faculty of color support for success. One School of Education in a western land grant institution embarked on a cluster hiring process that centered diversity, equity, and inclusion as part of their position priorities. Using critical race theory, this paper provides (counter)narratives to unearth and understand the complexities of hiring diverse faculty in a cluster hire process. Discussion and recommendations are provided for future practice.

Understanding the beliefs of preservice teachers is an important area to investigate in the teacher education process. This article examines the relationship between preservice teachers' beliefs pertaining to diversity and urban schooling and how these inclinations contribute to a commitment to teaching urban students. Canonical correlation analysis was used to identify profiles of preservice teachers who exhibited varying degrees of interest to teach in urban schools. The statistical analysis provides a range of positive and negative attitudinal inclinations toward urban teaching. It is important to examine preservice teacher beliefs to benefit students in urban schools especially in light of prevailing teacher attrition.

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PurposeThe purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM) to supplement conversations in multicultural education courses?Design/methodology/approachThis qualitative study examined emergent themes in asynchronous threaded discussions created by 23 students within a Master's level multicultural education course at a large land‐grant university in the USA.FindingsEngagement in threaded discussions fostered student understanding of a systems perspective of social realities. Power, privilege, and oppression related to race, gender, and economics in the USA were explored through student use of real world, concrete examples – something that does not always occur in face‐to‐face classroom encounters constrained by time and the pacing of curriculum.Research limitations/implicationsResearchers would like to see more empirical research in using technologically mediated, CLM to foster conversations surrounding power, oppression, and privilege in efforts to advance the pedagogies of critical multicultural education.Practical implicationsUsing threaded discussions seems to be a promising practice in teaching critical multicultural education content.Social implicationsThis research project provides understanding of how CLM can help establish systems perspectives – perspectives critical to multicultural education.Originality/valueThis paper advances the conversation related to promising practices in multicultural education. Scarce empirical research exists related to critical approaches to multicultural education online.