Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

Núñez, Anne‐Marie; Murakami, Elizabeth T.; Cuero, Kimberley K.

doi:10.1007/s10755-010-9139-7

Cited by 59 publications

(44 citation statements)

References 21 publications

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“…Some HSIs incorporate advising models that are culturally relevant (Garcia & Okhidoi, 2015) while others enact student support programs that validate Latinx students (Martinez & Gonzales, 2015). There are also numerous examples of faculty at HSIs that utilize culturally relevant pedagogy in their classrooms, recognizing the unique ways of knowing of Latinx students (Cervantes, 2015;Kiasatpour & Lasley, 2008;Lara & Lara, 2012;Núñez, Murakami-Ramalho, & Cuero, 2010). Alternatively, some studies have revealed that the way that Latinxs experience the campus culture at HSIs is complex (i.e., sometimes positive and sometimes negative) (Cuellar & Johnson-Ahorlu, 2016;Garcia, 2015), further complicating the argument about the extent to which HSIs are effectively serving Latinx students.…”

Section: Literature Reviewmentioning

confidence: 99%

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

García

2018

AMAE Journal

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While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered "Latinx-serving," there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple "types" of Hispanic-Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution's ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

García

2018

AMAE Journal

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“…Researchers call upon HSIs to provide Latina/o students with the academic capital to be culturally informed to serve families, communities, schools, and businesses in an ever-changing social, cultural, economic, and transnational environment (García, 2012;Gonzales, 2016;Núñez et al, 2010). Within a short time of operation, UTRGV is cultivating and expanding students'…”

Section: Resultsmentioning

confidence: 99%

“…This research offers recommendations regarding what works for Latina/o students to achieve academic success and facilitates the process of changing higher education to serve these students more appropriately and responsibly (Evans, 2009;Hagedorn et al, 2007;Greene et al, 2012;Núñez et al, 2010;Núñez, Crisp, & Elizondo, 2016;Verdugo, 1995). These recommendations are divided into two categories-life worlds and systems worlds.…”

Section: Recommendationsmentioning

confidence: 99%

“…HSI's are distinguished from HBCUs in their history and mission in that HBCUs were created as early as the 1830s for the specific purpose of educating African Americans and have a longer tradition of providing access to higher education whereas HSIs grew out of predominantly-White institutions located in proximity to large Latino communities that became HSIs solely due to the increased enrollment of Latina/o or Mexican-origin populations (Benítez & DeAro, 2004;Flores & Park, 2015 Greene et al, 2012;Núñez & Bowers, 2011). Given persistently low graduation rates, location, and demographics, UTRGV looks to other models of student success geared toward Latina/o students (Contreras & Contreras 2015;Núñez, Ramalho, & Cuero, 2010). As a new HSI, UTRGV has a rare opportunity to create a "more intentional" "Latina/o-enhancing" university that serves students by providing curricula that are culturally relevant, inclusive, and transformative-curricula that focus on Latina/o students' lived experiences, knowledge, and cultural wealth (Contreras & Contreras, 2015;Cuellar, 2016;Gonzales, 2016;Greene et al, 2012;Núñez et al, 2010;Yosso, 2005).…”

mentioning

confidence: 99%

“…Given persistently low graduation rates, location, and demographics, UTRGV looks to other models of student success geared toward Latina/o students (Contreras & Contreras 2015;Núñez, Ramalho, & Cuero, 2010). As a new HSI, UTRGV has a rare opportunity to create a "more intentional" "Latina/o-enhancing" university that serves students by providing curricula that are culturally relevant, inclusive, and transformative-curricula that focus on Latina/o students' lived experiences, knowledge, and cultural wealth (Contreras & Contreras, 2015;Cuellar, 2016;Gonzales, 2016;Greene et al, 2012;Núñez et al, 2010;Yosso, 2005).…”

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confidence: 99%

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The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography

et al. 2018

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This article contributes to the study of Hispanic-Serving Institutions (HSIs) through a narrative grounded on two points of innovation. It offers frameworks to decenter the conversation on HSIs from normative practices in higher education to focus on pedagogical, cultural, and political relational processes that find greater congruence between nominal HSIs and the serves. This study employs a methodology and theoretical framework that aligns the inquiry, pedagogy, and meaning-making process in a generative and relational discourse.

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2013

ASHE Higher Education Report

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Introduction Postsecondary Attainment Economic Implications of Low Educational Attainment Organization of This Monograph Demographic, Social, and Cultural Background A Demographic Dividend? Ethnic Subgroups Cultural and Social Influences Summary Classic and Contemporary Theories of Latino Identity Development Ethnic and Racial Identity Development in College Students Supporting Latino Students in Identity Development Summary Challenges to Latino Student Success Casting Success Within a Broader Societal Context Role of Resources Summary Mainstream Approaches to Latino Student Success Academic Capital Financial Capital Cultural Capital Social Capital Summary Culturally Responsive Approaches to Latino Student Success Family Concerns Assumptions About Latinos' Background and Potential Campus Racial/Ethnic Climate Conclusion The Role of Hispanic‐Serving Institutions in Access and Equity Historical Background and Funding of HSIs Students in HSIs Faculty and Administrators at HSIs Emerging Hispanic‐Serving Institutions Challenges for HSIs Summary Conclusion and Implications Role of Demographics and Social and Cultural Factors Developing Culturally Responsive Research, Policy, and Practice Institutionalizing Strategies to Serve Latino Students Teaching and Learning in the Classroom Role of Finances Collaborative Research Role of State Legislators and Policymakers Role of Federal Representatives and Agencies Final Thoughts References Name Index Subject Index About the Authors

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Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

Cited by 59 publications

References 21 publications

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography

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