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As Hispanic-serving institutions (HSIs) continue to expand across the United States, there is an even greater need for faculty at HSIs to engage with the construct of servingness to advance Latinx student success. Yet, there is very little research that points to professional development for faculty to understand what servingness means and how to implement it into faculty roles of research, teaching, and service. To address this gap, this paper provides a model for faculty professional development around and with servingness. Following, this paper centers the voces of six faculty from diverse fields and disciplines who in their first year at an HSI participated in a professional development series focused on servingness, and who, then explicitly connected their research and teaching with servingness. As such, this paper provides practical steps to design professional development for faculty around servingness. It also highlights the significance of professional development for faculty implementation of servingness in research and teaching.
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Pandemic impacts, cultural conflicts and moral dilemmas among faculty at a Hispanic-serving research university
More research is needed on how the COVID-19 pandemic has shaped professional cultures and its implications for equity and justice. We conducted focus groups with STEM faculty at an exemplar case university, chosen because of its high expectations for research and teaching and its federal designation as a Hispanic Serving Institution (HSI). We use cultural schemas –which outline core content of professional culture – as analytical lenses. In addition to the schemas of scientific research excellence and devotion identified in previous literature, we find evidence of a cultural schema of radical connection and service to undergraduate students, many of whom are Latinx and in families who faced disproportionately high risks from the pandemic. We argue that work-work conflict and work-family conflict are rooted in cultural schemas of the academic profession that clashed more intensively during the pandemic. These clashes intensify moral dilemmas for faculty and reinforce inequalities and injustices. We urge the federal government to expand the expectations for HSI designation beyond achieving a certain demographic profile to require and equip campuses to fully serve their diverse student bodies and fully sustain the faculty and staff who support them.
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- PAR ID:
- 10546809
- Publisher / Repository:
- Community, Work and Family
- Date Published:
- Journal Name:
- Community, Work & Family
- Volume:
- 26
- Issue:
- 5
- ISSN:
- 1366-8803
- Page Range / eLocation ID:
- 626 to 649
- Subject(s) / Keyword(s):
- STEM faculty professional culture COVID-19 moral dilemma work devotion work-family and work-work conflict
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/13668803.2023.2271644
