2019 Graduate Student Showcase

Degree Program

Curriculum and Instruction, MA

Major Advisor Name

Esther Enright

Type of Submission

Scholarly Poster


With an increasingly diverse college-going population, the predominately white, middle-class faculty need more support facilitating discussions around controversial content. Faculty can facilitate or impede discussions, which impacts students’ access to learning. Research on conscious pedagogies, instructional strategies that focus on facilitating discussions to challenge existing norms, claim that faculty need support to develop capacity to create equitable access to learning. This research examines faculty members’ perceived barriers to engaging students in discussions around controversial content at one transitional Hispanic Serving Institution. Better understanding their concerns over student engagement will help universities better support faculty in creating equitable access to learning.