This analysis reveals how supportive classroom participation influences latin students' engagement, suggesting strategies for enhancing servingness in mathematics education.
Hispanic-Serving Institutions (HSIs) advance servingness (i.e., racially-affirming support for Latin* students through campus programs and services) to promote academic success. However, the role of mathematics instruction in servingness is underexamined. Given how gateway mathematics courses filter out racial diversity in STEM majors, insights about Latin* students’ experiences of instruction in these courses can enhance servingness. This study analyzed 27 undergraduate Latin* students’ experiences of servingness through classroom participation in gateway mathematics courses at an HSI. We focused on classroom participation due to its well-documented influence on Latin* students’ mathematics identities and STEM persistence. Latin* students largely reported supportive instruction that reduced risks of participation. However, cultivating a racially-affirming community (a key aspect of servingness on the broader HSI campus) was also necessary to disrupt racialized influences and ensure Latin* students’ equitable access to participation. We conclude with implications for research and practice to advance servingness through STEM education across HSIs.
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Leyva et al. (2025) studied this question.
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