Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students
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Developing Racial Justice Allies in an Online Graduate Workshop Centering Latinx Students Paul S. Hengesteg 1 & Erin Doran 1
& Dian Squire
2
Accepted: 14 September 2020/ # Springer Nature B.V. 2020
Abstract
This study presents data from an online course on Latinx Students in Higher Education taught at a Predominantly White Institution in the Midwest. This case study examines how students engage with content on Latinx issues across the P-20 educational pipeline to better understand and ultimately serve this population in their professional context using perspectives on allyship development and racial justice allyship. Students in the course demonstrated a commitment to social justice, but their journey to build allyship was not a straightforward process. Keywords Ally identity development . Latinx students . Teaching
Paul S. Hengesteg, M.Ed. is a doctoral candidate in higher education administration at Iowa State University and is employed with ISU’s Center for Excellence in Learning and Teaching. His research interests include social justice education, higher education faculty, as well as queer studies and feminisms. He has published/accepted pieces on Latinx experiences in higher education, engineering identity development for minoritized students, marketization of higher education, and the Scholarship of Learning and Teaching (SoTL). Erin E. Doran, Ed.D. is an Assistant Professor of Higher Education and Community College Leadership at Iowa State University. Her research interests center on Latinx students in higher education; issues related to teaching and learning; and Hispanic-Serving Institutions. Dian Squire, Ph.D. is an assistant professor in the Counseling-Student Affairs program in the College of Education at Northern Arizona University. His research examines how intersectional conceptualizations of race and racism inform institutional organization and practice and influence the life potentials of their constituent communities.
* Erin Doran [email protected] Paul S. Hengesteg [email protected] Dian Squire [email protected] Extended author information available on the last page of the article
Innovative Higher Education
Between 2000 and 2018, the college enrollment rates of Latinx1 students increased from 22% to 36%, respectively (Hussar et al., 2020). Part of this growth has been attributed to increases in states apart from those where Latinx populations have been traditionally concentrated (e.g., California, Texas, Florida, New York, and Arizona). During the same period, however, the Latinx population in the Midwest grew by 24% (Flores, Lopez, & Krogstad, 2019). Demonstrating this growth, Garcia’s (2019) recent work on HispanicServing Institutions (HSIs) focused on such an institution in Illinois, and Excelencia in Education (2020a) reports a 93% increase in the numbers of HSIs in the last decade. All these statistics point to a growth in Latinx students around the country. As postsecondary education institutions feel the effects of these increases in the short- and long-term, it is imperativ
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