Latin*-Affirming Care in Gateway Mathematics for Instructional Servingness

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT027 (Sunday)

Abstract

Latin*s at HSIs often experience limited racially-affirming support in STEM contexts, including gateway mathematics courses. Research shows that such support plays a critical role in Latin* students’ success in STEM. This study examines how instruction in gateway mathematics classrooms at HSIs foster and constrain care for Latin* students as a mechanism for racially-affirming support. Guided by Racially-Conscious Care Theory and the Servingness Framework, data was collected from Latin* undergraduates through journaling and semi-structured interviews. Findings highlight two major opportunities for racially-affirming care through mathematics instruction: (1)disruption of dominant disciplinary culture in mathematics; and (2)student-instructor relationships and the inclusion of Latin* cultural values. This study raises implications for mathematics instruction that resists exclusionary logics and affirms Latin* cultural values which advances servingness in STEM across HSIs.

Authors

• Elsa Fernanda Landeros, Vanderbilt University

• Luis Antonio Leyva, Vanderbilt University