Culturally Responsive Evaluation as Fugitive Pedagogy: Doing Right by our Latinx Students in Hostile Times

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 3
  In Roundtable Session: Cultivating Resistance and Belonging: Latinx Educational Pathways, Counterspaces, and Cultural Survival

Abstract

As educators in Minority-serving Institutions (MSIs), we must rise above despair and resignation to promote the common good. In this paper, we explain how we applied lessons from fugitive pedagogy (Givens, 2023) and culturally responsive evaluation (Hood, Hopson, & Kirkhart, 2015) to guide our utilization of National Science Foundation (NSF) grant funds at our Hispanic-serving Institution (HSI). We intentionally remained race consciousness throughout our journey by composing a grant proposal that reflected our students’ personal and cultural strengths, incorporating feedback from students and their families to continuously modify how we implemented grant activities, and collaborating with other principal investigators and offices across campus to maximize impact. Recommendations for how to creatively subvert a hostile ideological climate are included.

Authors

• Rick Sperling, St. Mary's University (TX)

• Teresita Munguia, Our Lady of the Lake University

• Vanessa Clark, Our Lady of the Lake University