This article explores the role of Minority Serving Institutions (MSIs) in producing teachers of color. Specifically, it looks at larger national trends and highlights individual MSIs that have experienced success in the area of teacher education and the production of teachers of color. Recommendations are made to assist colleges and universities across the nation.

In this piece, we call upon the value of coalitional politics as a strategy of resistance in the face of an increasingly powerful post-truth regime. Reflecting on the insidious effects of fact-denying discourses are echoed in our classrooms and in our roles as educators, we openly wonder: What might it mean for educators to use feelings as a guide for educational praxis? We turn toward animating possibilities for what we are calling an affect of collectivity, or communal feelings of solidarity through which we can create microclimates of love and support and, as a result, find the strength and space to persist, thrive, and live amidst the rubble of the current post-truth regime.

Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future faculty. Other researchers point to the role that faculty mentors offer in cultivating students’ future aspirations to become academics themselves. Drawing on interviews from a longitudinal study with 30 undergraduates at three Hispanic Serving Institutions, this qualitative project explores how students of various racial and ethnic backgrounds make sense of the support they receive within a program (titled HSI Pathways to the Professoriate) specifically aimed at supporting students from Hispanic Serving Institutions interested in becoming faculty members. In what ways does the program’s (HSI Pathways to the Professoriate) focus on racial and ethnic identities cultivate students’ perceptions of what it means to enter academia with the goal of diversifying the professoriate? Framed by Museus’ CECE (Culturally Engagement Campus Environments) model, this paper contributes to the importance of faculty mentors working alongside students and students’ interactions with each another as critical to the meaningful engagement of culturally responsive principles. The paper concludes with suggestions for institutions interested in cultivating these principles within their faculty.

This paper provides a deep dive case study of the California Mini-Corps Program within the context of an Hispanic Serving Institution.

This article reviews the extant literature on distance learning technologies and historically Black colleges and universities (HBCUs). In the context of increas...