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Professional development (PD) is often recommended to equip faculty to serve racially minoritized students through instruction. However, limited work has examined equity-oriented PD for mathematics faculty, who often hold views of instruction as race-neutral. This contributed report explores the influence of a two-year PD for faculty in a mathematics department engaged in equity-oriented reform at a Hispanic-Serving Institution. We present two cases of white faculty members who demonstrated a limited ability to interrogate their white racial identities in relation to their instructional impact, despite their engagement in a sustained PD designed to promote racial equity. Implications are provided for equity-oriented PD for mathematics faculty. 

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. 

Undergraduate mathematics instruction contributes to marginalization among women and racially minoritized individuals’ experiences. This report presents an analysis from a larger study that details variation in minoritized students’ perceptions of potentially marginalizing events in undergraduate mathematics instruction. With past research on undergraduate mathematics experiences largely focused on students’ post-hoc reflections and one or two race-gender intersections, this analysis extends prior work by attending to variation in students’ in-the-moment perceptions of mathematics instruction across various race-gender intersections. Findings highlight how issues of underrepresentation, stereotypes, and instructor care contributed to interpretations of instruction-related events as potentially marginalizing. The report concludes with implications for teaching practices in undergraduate mathematics that academically support and socially affirm students from historically marginalized backgrounds.