Transformation Through Community
Culturally Responsive Curriculum Development as a Communal Faculty Practice at a Hispanic-Serving Institution
Bibliographic Data
| ID | 21460109 |
|---|---|
| Authors | Alice Eunjung Lee (0000-0003-3684-6174, University of Texas at El Paso, El Paso, TX, USA, corresponding author), Judy Marquez Kiyama (0000-0002-9111-2766, The University of Arizona, Tucson, AZ, USA) |
| Year | 2026 |
| Volume | 128 |
| Issue | 5 |
| Pages | 84-114 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681261463739 |
| OpenAlex | W7165842785 |
| Language | EN |
| References cited | 59 |
Background: Hispanic-Serving Institutions (HSIs) have acknowledged culturally responsive pedagogy (CRP) as a transformative approach to addressing equity in higher education. However, faculty often lack the formal training and communal support necessary to implement CRP meaningfully. With HSIs enrolling nearly two-thirds of all Latinx undergraduates, understanding how institutions cultivate servingness through faculty development is essential. Focus of Study: This study examines how faculty members who participated in a CRP-focused curriculum design institute characterize their experiences as both learners and educators. It explores how these experiences shape their teaching philosophies, classroom practices, professional identities, and understanding of servingness. The central research question is: How do faculty characterize their experiences of learning and teaching as a result of their engagement in a CRP-focused curriculum design institute? Research Design: This study employs a qualitative, embedded case study design to analyze the experiences of 25 faculty participants across disciplines at an HSI. We analyzed interviews and classroom observations from faculty participants for this study. Guided by CRP and servingness frameworks, the thematic analysis revealed how this institute fostered transformation, cultivated pedagogical reflexivity, and built communal capacity. Conclusions: Findings suggest that faculty experienced both personal and pedagogical transformation, practiced reflexivity as an ongoing process of teaching with intentionality and equity, and built communal capacity by cultivating cross-disciplinary connections that advanced servingness as both a pedagogical and institutional commitment. Together, these insights highlight that CRP is not only a matter of individual teaching strategies but also a structural shift, positioning faculty development as a powerful lever for equity-centered transformation in higher education
Curriculum · Faculty Development · Focus group · Higher education · Reflexivity · Thematic analysis · Transformative learning · Critical Race Theory in Education · Higher Education Research Studies · Service-Learning and Community Engagement
Communities of Practice
Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions
Validating culturally diverse students
The Theory and Practice of Culturally Relevant Education
Counterspaces for women of color in STEM higher education
Achievement as Resistance
A Humanizing Pedagogy
The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success
Reframing Professional Development Through Understanding Authentic Professional Learning
Culturally Responsive Teaching
Exploring the Lack of Training on Culturally Responsive Teaching in Higher Education
Transforming Hispanic-Serving Institutions for Equity and Justice
Hispanic-Serving Institutions
Learning to Make a Difference
Becoming Hispanic-Serving Institutions
Lessons from Research with Language-Minority Children
Rethinking diversity
Retaining Latino Students
Closing the Gap
Teaching for Social Justice
Culturally Sustaining Pedagogy at Hispanic Serving Institutions
Supporting Latinx Students in Hispanic-Serving Institutions
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Relocating Research on Teacher Learning
Doing Research That Makes a Difference
What Makes Professional Development Effective? Results From a National Sample of Teachers
Racial Identity and Academic Attainment Among African American Adolescents
Racial-Ethnic Identity in Mid-Adolescence
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Understanding resistance
A Theory of Racialized Organizations
Preparing for Culturally Responsive Teaching
Acting on Beliefs in Teacher Education for Cultural Diversity
Faculty enjoyment, anxiety, and boredom for teaching and research
Ethnic identity and Chicano literature
| Citation velocity | historical |
|---|---|
| Highly cited | No |