Achieving Equity for Latino Students
This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students.
Castillo-Montoya, 2019 / The Review of Higher Education / May 2019
Increasing diversity on college campuses suggests faculty need to develop ways of teaching diverse students. This study describes the teaching strategies of two sociology professors at a Hispanic-Serving Institution. Through observations, syllabi analysis, and interviews with the faculty and 18 racially and ethnically diverse first-generation college students, I sought to understand the faculty's teaching. Findings indicate professors teaching through diversity (a) enact "interim points"—an intermediary position between academic content and students' lives, (b) use various strategies to do so, and (c) create opportunities for students to learn about each other and the subject matter. Findings have implications for college teaching.