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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.

In this article, the authors conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, the Research for the Educational Advancement of Latin@s (REAL) collaborative, housed in one Hispanic Serving Institution. Due to the small representation of Latinas in the academy, the significance of non-hierarchical peer-mentoring structures is observed as empowering Latina faculty to develop personal and/or professional transformation. We asked, "What peer mentoring strategies can Latina faculty employ to navigate academia?" These faculty members' experiences in building a scholarly community pose a counter-narrative to the historical isolation of underrepresented faculty in academia and suggest possibilities for women faculty of color to construct a personal and professional community in the academy.

In this study, the role that racial identity plays among Latina school principals is examined through a case study of a principal in a K-3 elementary school. Based on a Latina/o critical race framework and a phenomenological research approach, the study explores the degree to which having a strong understanding of one's racial identity formation may fuel leadership practices geared toward social justice. The sociocultural and historical implications of how race, class, and gender get operationalized in the identity of this Latina leader are surfaced through the following: growing up living and understanding students' experiences; understanding the Latino family and advocating for community engagement; having high expectations for students of color by creating bridges between White teachers and students of color, as well as between families of color and White teachers; and having high expectations for students and an acute awareness of discriminatory practices in education. This study brings lessons related to improving the conditions of students of color through principals who are willing to reflect on their values, beliefs, and practices and to explore how these values and beliefs influence their work with students, families, and communities.