Congrats, Doc!

Hi, Gina! Yes, it is published in AERA Open. Thanks so much for bringing servingness to the field. It played a foundational role in our research study. Here is the article link: doi.org/10.1177/2332...

Congrats, Jon!

You are a trooper. I only went to 1 of 3 days at the Outstide Lands Festival this year. Thanks for the text updates! 😀

May be of possible interest to: @aeraedresearch.bsky.social, @aeradivjgradnet.bsky.social, @aerasiglatinx.bsky.social, @justequations.bsky.social, @joinmaa.bsky.social, @nctm.org, @rume-sigmaa.bsky.social, @todos-math.bsky.social

You can also learn more about TIPS research during an episode of the "¿Qué Pasa, HSIs?" podcast (@quepasahsis.bsky.social), which amplifies HSI research & practices for servingness. TIPS team members joined Dr. Garcia for a convo about disrupting intersectional oppression in math across HSIs. (5/5)

The analysis comes from a collaborative project btwn Sonoma State U. (HSI site) & Vanderbilt U. titled "Transformative Inclusion in Postsecondary STEM" (TIPS). Our research lab's website offers for more info re: TIPS & other projects on intersectionality in STEM: lab.vanderbilt.edu/prismlab/ (4/5)

We found that a racially-affirming community (a key element of campuswide servingness) was critical for Latin* Ss' equitable access to classroom participation. Building such a community, thus, was a "mechanism of instructional servingness." The figure presents a visual summary of our findings. (3/5)

Applying an adaptation of @ginaanngarcia.bsky.social's servingness model as our analytical lens (see figure), we examined journaling and interview data for Latin* Ss' perceptions of math instructional practices that limited or promoted support for their racial & intersectional identities. (2/5)

"Ke - Dollar Sign- Ha"

LOL!