ABSTRACT
Research on Hispanic-Serving Institutions (HSIs) has often focused on student outcomes on the basis of graduation rates or enrollment rates. This chapter draws on data from a self-study of us, as teacher educators, at an HSI—specifically a Hispanic-Serving College of Education, reflecting on our learning and practice of Culturally Sustaining Pedagogy or Culturally Sustaining Pedagogy. The “overwhelming presence of whiteness” in teacher education programs leads to the silencing of people of color. G. A. Garcia noted that the HSI organizational identity has been constructed/studied through legitimized norms that value measures such as graduation rates. She argues for obtaining the perspectives of students, administrators, tenure-track professors, and staff in order to understand institutional and cultural perspectives. As the enrollment of Latinx students continues to increase at HSIs and additional universities are designated as HSIs, it is vital to examine the role of faculty in the academic and personal success of Latinx students.
