Full Description
Documenting the collaborative work of staff at the University of Texas Rio Grande Valley over the course of several years, this text explores the many ways in which teachers and faculty must engage with the institutional designation of Hispanic-Serving Institution (HSI). In doing so, the volume illustrates how colleges of education might provide Latinx students with the education, support, and environment they require to thrive.
As the number of HSIs continues to grow, this text provides much needed insight into how colleges and universities can better enact their HSI status. Chapters document the practices and experiences of faculty as they look to increase family engagement, utilize social and cultural values to inform instruction, and acknowledge historically institutionalized legacies of oppression and marginalization. By highlighting the successes and challenges associated with serving Latinx students, the text draws out the ways in which teacher education and development might be structured at an HSI, in order that the institutional identity is reflected in curricula, pedagogy, scholarship, and community engagement. The text also explains important distinctions between HSIs and other minority serving institutions and illustrates the importance of HSIs to Latinx students.
This text will be of great interest to graduate and postgraduate students, researchers, academics, libraries, professionals and policy makers in the field of higher education, multicultural education, educational leadership, teacher education and Race & Ethnicity Studies.
Contents
Dedication
Acknowledgements
list of contributors
Chapter 1: The Hispanic-Serving Designation and Educator Preparation
Patricia Alvarez McHatton, Janine M. Schall, Eugenio Longoria Sáenz
Chapter 2: The Hispanic-Serving College of Education Special Interest Research Group Initiative: Building a Community Around a question
Janine M. Schall, Patricia Alvarez McHatton, Eugenio Longoria Sáenz
Chapter 3: Reflections on Teacher Education Practices of First-Year Tenure-Track professors at an HSI
María g. Leija, Gilberto P. Lara, Gerardo Aponte-Safe, Hitomi Kambara
Chapter 4: Cultivating an ethic of care at an hispanic-serving college of education: individual stories and a collective narrative
Karin Ann Lewis, Miryam Espinosa-Dulanto, Jacqueline B. Koonce, Vejoya Viren
Chapter 5: conducting research through the eyes of chican@ researchers at a borderlands hscoe
Cinthya M. Saavedra, J. Joy Esquierdo, Dagoberto E. Ramirez, Isela Almaguer
chapter 6: embracing a translanguaging stance and redefining teacher preparation practices in a hispanic-serving institution
Sandra I. Musanti, Alyssa G. Cavazos, Alma D. Rodríguez
Chapter 7: language and literacy practices of bilingual education preservice teachers at a hispanic-serving college of education
Elena M. Venegas, Veronica L. Estrada, Janine M. Schall, Leticia De Leon
chapter 8: Counter-storytelling to Build teacher agency in stem educators at a hispanic-serving college of education
Ariana Garza Garcia, Felicia Rodriguez, Angela Chapman
chapter 9: how autobiographies of latinx preservice teachers build culturally relevant instruction for the nature of science
Noushin Nouri, Jair J. Aguilar, Patricia Ramirez-Biondolillo
chapter 10: bilingual teacher educators at an hsi: a border pedagogy for latinx teacher development
Alcione N. Ostorga, Christian E. Zúñiga, Kip Austin Hinton
chapter 11: building meaning for an hscoe designation
Patricia McHatton Alvarez, Eugenio Longoria sáenz, Janine M. Schall
appendices
index
