Becoming a Hispanic-Serving Institution: A Case Study of Faculty Perspectives on Teaching Philosophies and Pedagogical Stance

Autor/in	Krsmanovic, Masha
Titel	Becoming a Hispanic-Serving Institution: A Case Study of Faculty Perspectives on Teaching Philosophies and Pedagogical Stance
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.1005-1019 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1899923
Schlagwörter	Hispanic American Students; Minority Serving Institutions; Teacher Attitudes; College Faculty; Educational Philosophy; Teaching Methods; Social Support Groups; Peer Relationship; Culturally Relevant Education; Professional Autonomy; Self Concept + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten; Fakultät; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Social support; Soziale Unterstützung; Peer-Beziehungen; Berufsfreiheit; Selbstkonzept
Abstract	Conducted at a university that has just transitioned into a Hispanic serving institution (HSI), this exploratory case study investigated the formation of new institutional identity from a pedagogical perspective. Examining faculty perspectives on what it means to teach and learn at a newborn Hispanic serving institution, this study sought to uncover a less frequently explored aspect of a Hispanic serving identity -- faculty teaching philosophies and pedagogical stance. The data were gathered through interviews and focus groups with 29 faculty members of varied ranks, disciplines, and teaching experiences. The results revealed the following six themes in relation to participants' teaching philosophies and pedagogical stance: (1) understanding the complexity of Latinx student identity, (2) moving from a deficit to asset paradigm, (3) building student peer communities, (4) infusing culturally relevant curricula, (5) implementing culturally responsive teaching practices, and (6) increasing faculty agency and support. The study presents practical recommendations for applying the findings in both HSI and emerging HSI settings, as well as on all campuses serving the growing population of Latinx students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01