![\"\"](\"https:\/\/cdn.vanderbilt.edu\/t2-my\/my-prd\/wp-content\/uploads\/sites\/2544\/2025\/09\/Elsa-Landeros-Headshot--scaled-e1757361395957.jpg\")
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P<\/span><\/strong>oster<\/span> Presentation<\/span><\/strong>: 11:00am-12:15pm | Wyatt Center Lobby Steps<\/span><\/p>\n Poster Title<\/span><\/strong>: Latin*-Affirming Care in Gateway Mathematics for Instructional Servingness<\/em>\u202f<\/span><\/p>\n Poster Abstract<\/span><\/strong>: Latin* students at Hispanic-Serving Institutions (HSIs) often experience limited racially-affirming support in STEM contexts, including gateway mathematics courses (e.g., calculus). Research has shown that such support plays a critical role in Latin* students\u2019 success in STEM trajectories. This study examines how instructional practices in gateway mathematics classrooms at HSIs foster and constrain care for Latin* students as a mechanism for racially-affirming support. Guided by\u202fRacially-Conscious Care Theory<\/em>\u202fand\u202fthe\u202fServingness Framework<\/em>, data was collected from 38 Latin* undergraduates at a medium-sized public HSI through journaling and semi-structured interviews. Findings highlight two major influences on opportunities for racially-affirming care through mathematics instruction: (1) disruption of dominant disciplinary culture in mathematics; and (2) student-instructor relationships and the inclusion of Latin* cultural values (e.g., collectivism,\u202ffamilismo<\/em>). This study raises implications for gateway mathematics instruction that resists exclusionary logics in mathematics and affirms Latin* cultural values to enhance racially-affirming care, which advances servingness in STEM across HSIs.<\/span><\/p>\n
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