This evaluative study employed a case study design to identify key components of a professional development initiative developed by the Texas-based Ascender Program, which worked with Latinxs and low-income, first-generation students. A key finding was that the Ascender Professional Development Program (APDP) was centered on equity, cariño (caring), and validation. This led to the creation of a conceptual model for the APDP. Future professional development programs can benefit from these findings.
AyónC.MarsigliaF.Bermudez-ParsaiM. (2010). Latino family mental health: Exploring the role of discrimination and familismo. Journal of Community Psychology, 38(6), 742–756. https://doi.org/10.1002/jcop.20392
4.
CasanovaC. R.DomínguezA. D. (2024). Countering racist nativism through a liberating pedagogy of praxis. Anthropology & Education Quarterly, 55(1), 43–64. https://doi.org/10.1111/aeq.12476
ConnollyM. R. (2006). Using workshops to improve instruction in STEM courses. Metropolitan Universities, 17(4), 53–65.
7.
CoşkunK.KaraC. (2020). What happens during teacher–student interaction in the first year of primary school? A new explanation. SAGE Open, 10(2), 1–11. https://doi.org/10.1177/2158244020926566
Darling-HammondL.BurnsD.CampbellC.GoodwinA. L.HammernessK.LowE. L.ZeichnerK. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
10.
DoranE.HengestegP. (2020). Ascending toward new heights: Building navigational capital for Latinx community college students. Journal of the First-Year Experience and Students in Transition, 31(1), 29–41. https://doi.org/10.65005/154230720828730710
11.
Ebert-MayD.DertingT. L.HodderJ.MomsenJ. L.LongT. M.JardelezaS. E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. BioScience, 61(7), 550–558. https://doi.org/10.1525/bio.2011.61.7.9
FreireP. (1971). Pedagogy of the oppressed (RamosM. B., trans.). Continuum.
16.
KeelsM. (2019). Campus counterspaces: Black and Latinx Students’ search for community at historically White universities. Cornell University Press.
17.
Ladson-BillingsG. (1994). The dreamkeepers. Jossey-Bass.
18.
Linares-RendónL. I.MuñozS. M. (2011). Re-visiting validation theory: Theoretical foundations, applications, and extensions. Enrollment Management Journal, 5(2), 12–33.
19.
MerriamS. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
20.
MertensD. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage.
21.
MishraL.GuptaT.ShreeA. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
22.
MulàI.TilburyD.RyanA.MaderM.DlouháJ.MaderC.BenayasJ.DlouhýJ.AlbaD. (2017). Catalysing change in higher education for sustainable development: A review of professional development initiatives for university educators. International Journal of Sustainability in Higher Education, 18(5), 798–820. https://doi.org/10.1108/IJSHE-03-2017-0043
23.
OrellanaC. K. (2023). For us. By us. Constructing Latinx-centered institutions of higher education [Unpublished doctoral dissertation]. University of Massachusetts-Boston.
24.
ParisD. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
25.
PearsonF.Rodriguez-ArroyoSGutiérrezG. (2021). Cariño pedagogy: A framework of corazón, Journal of Curriculum, Teaching, Learning and Leadership in Education, 6(1), Article 7. https://doi.org/10.32873/uno.dc.ctlle.06.01.1096
26.
RendónL. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–51. https://doi.org/10.1007/BF01191156
27.
RendónL. I. (2023). Sentipensante pedagogy. Educating for wholeness, social justice, and liberation (2nd ed.). Stylus Press.
28.
RendónL. I.NoraA.KanagalaV. (2015). Ventajas/assets y conocimientos/knowledge: Leveraging Latin@ strengths to foster student success. In MendezJ.BonnerF. A.Mendez-NegreteJ.PalmerR. T. (Eds.), Hispanic serving institutions in American higher education: Their origin, and present and future challenges (pp. 92–118). Stylus Publishing.
29.
ReyesP.AlexanderC.EdwardsW.StephensS.EnglishK. (2020, September). Developmental education. Catch the Next College Access Program. Texas Education Research Center Policy Brief. https://files.eric.ed.gov/fulltext/ED609087.pdf
30.
Stake. (2011). Multiple case study analysis. Guilford Press.
31.
SteinertY.MannK.AndersonB.BarnettB. M.CentenoA.NaismithL.PrideauxD.SpencerJ.TulloE.ViggianoT.WardH.DolmansD. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38(8), 769–786. https://doi.org/10.1080/0142159X.2016.1181851
32.
StraussA. L. (1987). Qualitative analysis for social scientists. Cambridge University Press.
33.
StraussA. L.CorbinJ. (1990). Basics of qualitative research (Vol. 15). Sage.
YinR. K. (2017). Case study research and applications: Design and methods. Sage.
38.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006