Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions

Cuellar, Marcela G.; Koren, Emily R.; Guzman-Alvarez, Alberto; García, Gina A.

doi:10.1080/87567555.2023.2205628

Cited by 1 publication

(3 citation statements)

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“…More minority faculty on campus contributes to more awareness of the knowledge and skills for culturally responsive concepts and practices. This study's findings support Cuellar et al (2023) research in that Latina/x faculty at HSI must have better representation, support, and guidance. Particularly first-generation and STEM faculty for the need to know how to successfully navigate academia and their high underrepresentation in such disciplines.…”

Section: Discussionsupporting

confidence: 78%

“…Given the high number of Latinx students attending HSIs, and overall increased diversity in college, the leadership of Latinas/x and progress in their tenure track line are crucial to the success of minority students (HACU, 2021;Inglebritson, 2019;Seemiller & Grace, 2016). Cuellar et al' (2023) research highlighted that HSIs must be accountable for their faculty diversity. More minority faculty on campus contributes to more awareness of the knowledge and skills for culturally responsive concepts and practices.…”

Section: Discussionmentioning

confidence: 99%

“…This student awareness demands more congruency and knowledge from faculty on certain topics. For instance, Cuellar et al (2023) used a Multicultural Teaching Competency Scale (MTCS) in ten HSIs to assess the knowledge and skills of the faculty in understanding culturally responsive teaching concepts and the integration of culturally responsive practices in the curricula. The sample included the following characteristics: White faculty (63%), Latinx (20%), and Asian/Asian American (8%).…”

Section: Literature Reviewmentioning

confidence: 99%

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Latina/x Faculty Awareness of Culturally Responsive Curricula Needed at a US Hispanic-Serving Institution

Hilda Cecilia Contreras Aguirre

2024

RECAP

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Latina/x faculty underrepresentation constitutes a challenge at higher education institutions, as they become aware that a diversified student body requires better teaching approaches. Latina/x faculty participants are determined to diversify the curriculum and pedagogy that represents and reflects the diversity within the student body at a Hispanic-Serving Institution (HSI) in the United States (U.S.). In doing so, Latina/x faculty are the critical piece that instills empowerment and leadership within their disciplines. This case study addresses the experiences of six Latina/x – five self-identified as women and one as a non-binary person – professors in different disciplines at an HSI at the southern U.S. border, who integrate culturally responsive curricula through values, attitudes, and beliefs. This curriculum approach makes the student learning process better situated in their personal, cultural, and social experiences. The findings reveal the necessity of innovating the curricula centered on social justice by integrating a wider variety of authors in course readings and activities. Also, implementing culturally connected and human-centered approaches in their courses was critical. The decolonization of the mainstream euro-centric patriarchal curriculum could be a step forward for HSIs to make more sense of their purpose and identity in better serving and informing students.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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