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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 0000-0002-1704-0784), Nicollette D. Mitchell (ORCID 0009-0007-3840-2856), Rocío Posada-Castañeda, Martha H. Byrne, Ronimar Luna-Bazán, Yamit Ashkenazy, Enrique Abreu-Ramos
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
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  Data: <searchLink fieldCode="AR" term="%22Luis+A%2E+Leyva%22">Luis A. Leyva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1704-0784">0000-0002-1704-0784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicollette+D%2E+Mitchell%22">Nicollette D. Mitchell</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3840-2856">0009-0007-3840-2856</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rocío+Posada-Castañeda%22">Rocío Posada-Castañeda</searchLink><br /><searchLink fieldCode="AR" term="%22Martha+H%2E+Byrne%22">Martha H. Byrne</searchLink><br /><searchLink fieldCode="AR" term="%22Ronimar+Luna-Bazán%22">Ronimar Luna-Bazán</searchLink><br /><searchLink fieldCode="AR" term="%22Yamit+Ashkenazy%22">Yamit Ashkenazy</searchLink><br /><searchLink fieldCode="AR" term="%22Enrique+Abreu-Ramos%22">Enrique Abreu-Ramos</searchLink>
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  Data: 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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  Data: EJ1494871
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        PageCount: 26
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Latin Americans
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