REAL Collaborative: Research for the EducationalAdvancement of Latin@s

Alanís, Iliana; Cuero, Kimberley K.; Rodríguez, Mariela A.

doi:10.2202/1940-7890.1034

Cited by 5 publications

(1 citation statement)

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“…Formed in 2005, this interdisciplinary research collaborative is comprised of nine Latina and one white tenure-track faculty members from two universities in the same city who are interested in researching Latina/o issues in education with the goal of advancing the Latina/o community (Alanís, Cuero, & Rodríguez, 2009). REAL was created to establish a female network of support among junior scholars, to represent the voices of a new generation of Latinas in the academy, and to document our journey through specific values of support, persistence, and legitimacy.…”

Section: Research In Education For the Advancement Of Latin@smentioning

confidence: 99%

“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community ThroughMuxeristaMentoring

Cerecer

Alanís

et al. 2010

Equity & Excellence in Education

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In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the importance of peer "muxerista mentoring" as an ideology and practice in building a supportive community in the bid for tenure. We provide implications and recommendations for the retention, tenure, and promotion of Chicana/Latina faculty.

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Section: Research In Education For the Advancement Of Latin@smentioning

confidence: 99%

“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community ThroughMuxeristaMentoring

Cerecer

Alanís

et al. 2010

Equity & Excellence in Education

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Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

Núñez

Murakami

Gonzales

2015

New Drctns Hghr Edu

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Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

2010

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Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform their pedagogical approaches toward equity. They drew upon Mills's (1959) and Collins's (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging students to consider their own personal biographies in relation to the social world, welcoming students' multiple modes of expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing inclusivity in student learning and faculty development.

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REAL Collaborative: Research for the EducationalAdvancement of Latin@s

Cited by 5 publications

References 0 publications

“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community ThroughMuxeristaMentoring

“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community ThroughMuxeristaMentoring

Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

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