Racially-Affirming Community in Instructional Servingness for Latin* Students' Gateway Mathematics Classroom Participation
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| Title: | Racially-Affirming Community in Instructional Servingness for Latin* Students' Gateway Mathematics Classroom Participation |
|---|---|
| Language: | English |
| Authors: | Luis A. Leyva (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 1953472 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Latin Americans, Minority Serving Institutions, STEM Education, Race, Racial Identification, Student Experience, Student Personnel Services, Calculus, Required Courses, Intersectionality |
| ISSN: | 2332-8584 |
| Abstract: | Hispanic-Serving Institutions (HSIs) advance servingness (i.e., racially-affirming support for Latin* students through campus programs and services) to promote academic success. However, the role of mathematics instruction in servingness is underexamined. Given how gateway mathematics courses filter out racial diversity in STEM majors, insights about Latin* students' experiences of instruction in these courses can enhance servingness. This study analyzed 27 undergraduate Latin* students' experiences of servingness through classroom participation in gateway mathematics courses at an HSI. We focused on classroom participation due to its well-documented influence on Latin* students' mathematics identities and STEM persistence. Latin* students largely reported supportive instruction that reduced risks of participation. However, cultivating a racially-affirming community (a key aspect of servingness on the broader HSI campus) was also necessary to disrupt racialized influences and ensure Latin* students' equitable access to participation. We conclude with implications for research and practice to advance servingness through STEM education across HSIs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494871 |
| Database: | ERIC |
| Abstract: | Hispanic-Serving Institutions (HSIs) advance servingness (i.e., racially-affirming support for Latin* students through campus programs and services) to promote academic success. However, the role of mathematics instruction in servingness is underexamined. Given how gateway mathematics courses filter out racial diversity in STEM majors, insights about Latin* students' experiences of instruction in these courses can enhance servingness. This study analyzed 27 undergraduate Latin* students' experiences of servingness through classroom participation in gateway mathematics courses at an HSI. We focused on classroom participation due to its well-documented influence on Latin* students' mathematics identities and STEM persistence. Latin* students largely reported supportive instruction that reduced risks of participation. However, cultivating a racially-affirming community (a key aspect of servingness on the broader HSI campus) was also necessary to disrupt racialized influences and ensure Latin* students' equitable access to participation. We conclude with implications for research and practice to advance servingness through STEM education across HSIs. |
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| ISSN: | 2332-8584 |
