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.

摘要

这项探索性案例研究在一所刚刚转变为西班牙裔服务机构 (HSI) 的大学中进行，从教学角度调查了新机构身份的形成。这项研究考察了教师对在新生的西班牙裔服务机构中教学和学习意味着什么的看法，试图揭示西班牙裔服务身份中一个不常被探索的方面——教师的教学理念和教学立场。这些数据是通过对 29 名不同级别、学科和教学经验的教员进行访谈和焦点小组收集的。结果揭示了以下与参与者的教学理念和教学立场相关的六个主题：（1）了解拉丁裔学生身份的复杂性，（2）从赤字范式转向资产范式，(3) 建立学生同伴社区，(4) 融入文化相关课程，(5) 实施文化响应式教学实践，(6) 增加教师的代理和支持。该研究提出了在 HSI 和新兴 HSI 环境以及为不断增长的拉丁裔学生群体提供服务的所有校园中应用研究结果的实用建议。