2021 Research in Undergraduate Mathematics Education Reports
2021
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How do Mathematics Instructors at Hispanic Serving Institutions Justify their Instructional Decisions?
Page: 291
An underutilized strategy for addressing the underrepresentation of Black, Indigenous, and people of color (BIPOC) in the U.S. STEM workforce is directing more attention to Minority Serving Institutions (MSIs). Unlike some MSIs, Hispanic Serving Institutions (HSIs) are defined by the current demographics of their student population rather than the intention of the institution to serve a specific population. As instructors are the mediators between students that attend the HSIs and mathematics content, we use the framework of professional obligations (Herbst & Chazan, 2012; individual, interpersonal, disciplinary, and institutional) to investigate if or how they are being intentional about the ways their practice can impact BIPOC students. We found from preliminary analysis of nine interviews that instructors are recognizing the four professional obligations in some common ways. A tension exists between the disciplinary obligation to portray mathematics as culture-free and attending to students as individuals while fostering an inclusive classroom environment.