Supporting Latinx Students in Hispanic-Serving Institutions: An Exploration of Faculty Perceptions and Actions

Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

“…Neville et al (2000) contend that high levels of color-neutral racial attitudes are significantly related to higher levels of racial prejudice; therefore, we can conclude that faculty in our sample have lower levels of racial prejudice, which is a good thing. Yet research suggests that faculty at HSIs continue to hold deficit views of students’ academic ability (Ching, 2019; de los Santos & Cuamea, 2010; Hubbard & Stage, 2009) and continue to commit racial microaggressions in the classroom (Cuellar & Johnson-Ahorlu, 2020; Sanchez, 2019; Suárez-Orozco et al, 2015). Although it was beyond the scope of this study to examine how deficit views of students and the perpetration of racial microaggressions are connected to color-neutral racial attitudes, we suspect that changing racial attitudes is insufficient for changing behaviors.…”

“…Researchers have noted that compared with peers at non-HSIs, slightly more faculty at HSIs conduct research with and about racial-ethnic groups (Hurtado & Ruiz Alvarado, 2015). Moreover, research has documented that faculty at HSIs are in fact making changes to their pedagogical practices in response to the changing demographics in their classrooms (e.g., Castillo-Montoya, 2019; Ching, 2019; Garcia, 2016; Núñez et al, 2010). Although research has not explored the reasons why faculty choose to work at an HSI, faculty of color and White faculty, alike, may be drawn to teach in an HSI where they can consistently engage with minoritized student populations.…”

“…Knowing the basic characteristics of students who enroll in HSIs is essential for faculty, as they must assess their pedagogical approach for teaching these students, who may need additional support (Garcia et al, 2019). Studies have shown that some faculty within HSIs are accessing and incorporating cultural relevant pedagogy in their classrooms (e.g., Castillo-Montoya, 2019; Ching, 2019; Garcia, 2016; Núñez et al, 2010); however, to date, no study has explored color-neutral racial attitudes of faculty teaching in HSIs or the connection of these attitudes to their knowledge and skills for teaching minoritized students.…”

“…De los Santos and Cuamea (2010) found that, based on survey responses from 86 presidents and chancellors of hSIs, student preparedness was a major challenge reported, with respondents focusing on students' "need for remedial work in math/English" rather than on the necessity of their institutions to develop the capacity to better serve these students. In interviewing STEM (science, technology, engineering, and mathematics) faculty at three 4-year hSIs, Ching (2019) discovered that participants felt preparation was a major challenge, blaming students' high schools and families, and expecting them to "transform themselves into self-managing and self-motivated learners" (p. 10). This perception places the burden of success on the students rather than on the faculty.…”

“…This perception places the burden of success on the students rather than on the faculty. In some cases, however, Ching (2019) discovered that STEM faculty are taking action to better support Latinx students, but there were differences in ability to do this based on faculty member's own background, experiences, and race.…”