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Using “servingness” (Garcia, 2019) and a community cultural wealth framework (Yosso, 2005), this action research project analyzed structures intended to support bilingual Latinx/e adult learners (BLALs) at one private Hispanic-serving institution located in the northeastern US. Administrators from the School of Education, the Hispanic Center, the Programs in English for Academic and Professional Success, and the provost’s office developed and implemented supports to prepare BLALs to meet licensure requirements for admission into alternate route teacher certification pathways. Examining BLAL perceptions offered insights into the necessity of developing systems and structures that are flexible and personalized, addressing the multiple types of cultural capital that students bring. These insights inform strategies for HSIs seeking to better serve BLALs pursuing careers in education.