Yes, Teaching and Pedagogical Practices Matter: Graduate Students' of Color Stories in Hybrid Higher Education Student Affairs Programs

• In Event: Unearthing Graduate Student Experiences Across Multiple Educational Contexts

Abstract

In the midst of a dual pandemic—COVID-19 and continued racial injustice in the United States—faculty members must employ pedagogical practices that foster inclusive learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students’ of Color stories in higher education student affairs (HESA) hybrid graduate preparation programs to understand how faculty contribute to inclusive engagement. The findings highlight three central pedagogical strategies: 1) collaboration 2) using online platforms as a resource and 3) interactive components (e.g., case scenarios, classroom dialogue). This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond.

Authors

• Cierra Kaler-Jones, University of Maryland - College Park

• Kaleb L. Briscoe, Mississippi State University

• Candace M. Moore, University of Maryland, College Park