Latina faculty developing a bilingual family studies class at a newly designated Hispanic serving institution: “these are safe spaces”

Abstract

ABSTRACT Given the growth of Latinx populations and the increasing significance of creating more inclusive higher education environments, it is vital to explore the importance of how Latinx bilingual faculty develop and teach transcultural content. The present research was a qualitative case study based on interviews with three Latina faculty at a newly designated Hispanic Service Institute University in the Northeast of the U.S. Via thematic analysis, findings revealed a range of processes related to creating safe spaces for both students and faculty, along with developing a class centered on the co-creation of knowledge. In particular, three Latina faculty described the challenges and opportunities of developing a bilingual and transcultural curriculum. This description may help other minoritized faculty members to propose new classes designed and delivered in a bilingual way to enhance the students’ educational experiences in higher education. Implications for minoritized faculty developing similar curricula in higher education are addressed.