The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.

中文翻译：

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“'我要走了，但我最好的朋友是白人。”：西班牙裔学生在西班牙裔服务机构的共同文化推理

研究人员在一个中等规模的西南 HSI 中对西班牙裔学生与白人机构成员的交流行为进行了定性分析（使用日记和焦点小组方法）。利用共文化理论和精细编码分析，作者描绘了西班牙裔学生如何叙述他们的共文化交流和推理（即，为什么他们采用一种策略而不是另一种策略）。研究结果表明，尽管西班牙裔学生几乎使用了所有共文化策略，但他们的反应主要集中在同化策略上——表明他们在与 HSI 中的白人机构成员互动时进行了高度的自我监控和自我审查. 这些结果表明，即使西班牙裔学生占该机构人口的大部分或大部分，他们仍然觉得有必要从事符合白人规范的行为。该研究最后检查了共文化理论化的发现，并为希望参与包容性教学实践的教师提供了见解。