Language Inclusion and Latinx Student Experiences in a Bilingual Family Science Course at a Hispanic-Serving Institution

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This qualitative case study examines the experiences of Latinx students in a bilingual family science course at a newly designated Hispanic-Serving Institution. Using interviews, observations, and student reflections, the study explores how bilingual and culturally responsive pedagogy shapes student engagement, identity development, and critical awareness. Findings highlight the importance of translingual learning, familismo, and culturally relevant curricula in fostering belonging, highlighting the role of bilingual courses and minoritized faculty in advancing institutional servingness within HSIs.