Overcoming the Challenges of Teaching Political Science in the Hispanic-Serving Classroom: A Survey of Institutions of Higher Education in Texas

Kiasatpour, Soleiman; Lasley, Scott

doi:10.1080/15512160801998064

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Beyond these single cases, Kiasatpour and Lasley (2008) used the 2006 Survey of Texas Political Science Instructors to compare how political science faculty teaching at HSIs, "national universities," and "other" colleges and universities incorporated pedagogical practices that have been shown to engage minoritized populations, including service-learning opportunities and teaching strategies such as group activities and free writing. In comparing mean scores, they found that political science faculty at HSIs did incorporate these techniques at statistically higher levels than those at national and other institutions (Kiasatpour & Lasley, 2008). Similarly, analysis of a national sample of higher education institutions found that faculty at HSIs were more likely to use student-centered pedagogies like collaborative learning and journaling, in comparison with faculty at other institutions (Hurtado & Ruiz Alvarado, 2015).…”

Section: Culturally Relevant Pedagogy and Curriculummentioning

confidence: 99%

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

García

Núñez

Sansone

2019

Review of Educational Research

183

327

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Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

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Section: Culturally Relevant Pedagogy and Curriculummentioning

confidence: 99%

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

García

Núñez

Sansone

2019

Review of Educational Research

183

327

View full text Add to dashboard Cite

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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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“…The emphasis on faculty in this study is consistent with what is in the literature regarding Hispanic Serving Institutions. Specifically, faculty who teach at HSIs are generally cognisant of the unique curricular needs of their Latinx students (Kiasatpour & Lasley 2008;Lara & Lara 2012;Garcia 2019). As the research participants noted in regard to positive faculty interaction, they felt they could relate to the faculty based on shared experiences.…”

Section: She Talked To Us Like Normal People You Know Like We're We'r...mentioning

confidence: 98%

The essential role of ABCD in developing two community engagement frameworks for supporting Latinx students

Morales

2023

Gateways

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Asset Based Community Development (ABCD) is an important framework to understand and develop community-engagement experiences for Latinx students, especially at Hispanic Serving Institutions that play an important role in educating Latinx students. This article presents the conceptual findings of a research project that looked at the community-engagement experiences of Latinx students at an HSI. Drawing on in-depth interviews and critical frameworks for engagement, two models were developed: Prism of Liberatory Engagement and Asset Based Critical Engagement. These frameworks are presented as ways to (1) understand and differentiate the service learning experiences of Latinx students and (2) provide a framework for faculty and Community Engagement Professionals (CEPs) to situate their courses and community relationships, and work from an asset-based philosophy of engagement. The Prism of Liberatory Engagement gives explicit attention to the themes (awareness, agency and action; positive interaction with faculty; engaging sameness, and engagement for uplift) and the significant factors (personal/familial trauma, constraints and previous experience with service) that shape the community-engagement experiences of Latinx students. The Asset Based Critical Engagement model presented in this article provides a theoretical asset-based framework for critical pedagogy for service learning and community engagement that can be vital for institutions, in and outside of the United States, which are serving an increasingly diverse student population.

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Overcoming the Challenges of Teaching Political Science in the Hispanic-Serving Classroom: A Survey of Institutions of Higher Education in Texas

Cited by 5 publications

References 3 publications

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

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

The essential role of ABCD in developing two community engagement frameworks for supporting Latinx students

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