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  • Faculty and student perceptions of instructional servingness in gateway mathematics courses at a Hispanic-Serving Institution
Title: Faculty and student perceptions of instructional servingness in gateway mathematics courses at a Hispanic-Serving Institution
Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students’ persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications.  more » « less
Award ID(s):
1953472
PAR ID:
10403092
Author(s) / Creator(s):
; ; ; ; ; ;
Editor(s):
Lischka, A.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; & Drown, S.
Date Published:
Journal Name:
Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Page Range / eLocation ID:
444-452
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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