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This study analyzes experiences of servingness for 27 undergraduate Latin* students through classroom participation in gateway mathematics courses at an HSI. Classroom instruction reported as supportive reduced participation risks, but cultivating a racially-affirming community was also needed to disrupt racialized influences and enable equitable participation access.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/racially-affirming-community-in-instructional-servingness-for-latin-students-gateway-mathematics-classroom-participation/590361/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/racially-affirming-community-in-instructional-servingness-for-latin-students-gateway-mathematics-classroom-participation/590361.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study examines how instructional servingness and classroom participation experiences support racial affirmation for Latin* students in gateway mathematics at a Hispanic-Serving Institution.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was classroom participation used in the research?",{"text":117,"@type":113},"Classroom participation was chosen because it is well documented to influence Latin* students’ mathematics identities and persistence in STEM.",{"name":119,"@type":110,"acceptedAnswer":120},"What did Latin* students report about instructional support?",{"text":121,"@type":113},"Many reported that supportive instruction reduced risks associated with participation.",{"name":123,"@type":110,"acceptedAnswer":124},"Why is a racially-affirming community described as necessary?",{"text":125,"@type":113},"Even with supportive instruction, cultivating a racially-affirming community was needed to disrupt racialized influences and ensure equitable access to participation.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590361,1792189091,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–26 DOI: 10. 1177/23328584251367037  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRacially-Affirming Community in Instructional Servingness for Latin* Students’ Gateway Mathematics Classroom Participation  \nLuis A. Leyva  \nNicollette D. Mitchell  \nRocío Posada-Castañeda  \nVanderbilt University  \nMartha H. Byrne  \nRonimar Luna-Bazán  \nYamit Ashkenazy  \nSonoma State University  \nEnrique Abreu-Ramos  \nVanderbilt University  \nHispanic-Serving Institutions (HSIs) advance servingness (i.e., racially-affirming support for Latin* students through campus programs and services) to promote academic success. However, the role of mathematics instruction in servingness is underexamined. Given how gateway mathematics courses filter out racial diversity in STEM majors, insights about Latin* students’experiences of instruction in these courses can enhance servingness. This study analyzed 27 undergraduate Latin* students’experiences of servingness through classroom participation in gateway mathematics courses at an HSI. We focused on classroom participation due to its well-documented influence on Latin* students’ mathematics identities and STEM persistence.  \nLatin* students largely reported supportive instruction that reduced risks of participation. However, cultivating a raciallyaffirming community (a key aspect of servingness on the broader HSI campus) was also necessary to disrupt racialized influences and ensure Latin* students’equitable access to participation. We conclude with implications for research and practice to advance servingness through STEM education across HSIs.  \nKeywords: Classroom instruction, college students, equity, higher education, Hispanic education, Hispanic-Serving Institutions, in-depth interviewing, instructional practices, Latin* students, Latino/a students, mathematics education, qualitative research, servingness, undergraduate mathematics  \nIdeologies of whiteness (e.g., colorblindness, myth of meritocracy) frame mathematics as ‘neutral’ and disconnected from social realities (Leyva, McNeill, & Duran, 2022; Martin, 2019) . However, Latin* 1 students experience racial oppression in undergraduate mathematics, where they navigate isolation, microaggressions, and inequities of support (Oppland-Cordell, 2014; Placa et al., 2024) . Dominant beliefs of neutrality and individualism in mathematics deny cultural responsiveness through instruction. When these beliefs are challenged, instruction leverages collectivistic values in Latin* culture, such as interdependence and family loyalty, to establish learning opportunities that affirm students’ identities and nurture academic success (Adiredja  \net al., 2020; Leyva, 2016, 2018; Leyva, McNeill, et al., 2021) . Such instruction that embraces Latin* students’backgrounds as strengths is particularly limited in undergraduate classrooms. Mathematics faculty readily appeal to dominant values of the discipline and thus reinforce inequity among  \nLatin* leaners (Garcia et al., 2020; McNeill et al., 2022) .  \nRacial equity for Latin* students through instruction is critical in gateway mathematics courses for STEM majors, such as calculus. Latin* students’ success in these courses contributes to persistence and a sense of belonging in STEM (MacArthur & Dobie, 2023; Perez et al., 2024) . However, such success often comes with the undue cost of Latin* students’ resilience to overcome structural inequities, such as  \nCorrection (November 2025): This article has been updated to correct errors in the reference “Leyva, L.A. (2022),”including the title of the conference proceeding paper, the hyperlink, and the university name.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttributi","cbCaivF336F9mqnj","https://ap.wps.com/l/cbCaivF336F9mqnj","pdf",1358360,26,"English","# Introduction\n## Servingness in HSIs\n## Mathematics instruction and equity for Latin* students\n# Study Focus and Approach\n## Classroom participation as a mechanism\n# Findings\n## Supportive instruction and reduced risks\n## Need for a racially-affirming community\n# Implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how instructional servingness and classroom participation experiences support racial affirmation for Latin* students in gateway mathematics at a Hispanic-Serving Institution.\"},{\"question\":\"How was classroom participation used in the research?\",\"answer\":\"Classroom participation was chosen because it is well documented to influence Latin* students’ mathematics identities and persistence in STEM.\"},{\"question\":\"What did Latin* students report about instructional support?\",\"answer\":\"Many reported that supportive instruction reduced risks associated with participation.\"},{\"question\":\"Why is a racially-affirming community described as necessary?\",\"answer\":\"Even with supportive instruction, cultivating a racially-affirming community was needed to disrupt racialized influences and ensure equitable access to participation.\"}]","Racially-Affirming Community in Instructional Servingness for Latin* Students’ Gateway Mathematics Classroom Participation | PDF",1792069429,66]