Transforming Curriculum in a Hispanic-Serving Institution

Abstract

This chapter presents a case study of two California community college leaders serving at a Hispanic-serving institution (HSI) who assume the role of diversity, equity, and inclusion (DEI) advocates to move their institution's curriculum away from its Eurocentric underpinnings. To do so, they co-authored a culturally responsive curriculum assessment tool, developed a faculty professional development series, and adopted a deconstructive and transformational leadership style that allowed them to bring about change in the way curriculum is perceived. By selecting a mixed methods research design and becoming observer participants in the faculty professional development series, they were able to bring about intrinsic changes within study participants and within themselves. Grounded theory and reflexivity assisted in solidifying results from the duoethnographic methods used to document their journey and assess the effectiveness of their efforts.