(In)visibility of Diversity at Two Hispanic-Serving Institutions: Implications for K–12 Teacher Preparation

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Equity Issues and Instruction (Table 30)

Abstract

Enrolling many college students of color and employing many teacher educators of color, Minority Serving Institutions (MSIs) are uniquely positioned to combat the whiteness of teacher education. Grounded in teacher educator of color experiences at two Hispanic Serving Institutions (HSIs), this paper argues that without a strong institutional commitment to how student and faculty of color experiences are situated within intersecting systems of power, HSIs compromise their potential to robustly prepare and graduate K-12 teachers of color via two findings. First, institutional student supports did not take into account the multiple systems of oppression impacting Hispanic and other students of color. Second, prioritizing (white) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.

Author

• Tara Schwitzman-Gerst, Kean University