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Supporting the Development of Students' Scholar Activist Identities: A Teaching Team's Collaborative Autoethnography
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Author(s): Shelby Leigh Smith (University of Southern California, USA), Maria Isabel Ramos Martinez (University of Texas, Rio Grande Valley, USA), Nhat Truong Vu Xe (UC College of Law, San Francisco, USA)and Jeanett Castellanos (University of California, Irvine, USA)
Copyright: 2025
Pages: 24
Source title:
Developing Culturally Responsive Curriculum in Higher Education
Source Author(s)/Editor(s): Rick Rantz (Allan Hancock College, USA)and LeeAnne McNulty (Allan Hancock College, USA)
DOI: 10.4018/979-8-3373-2955-0.ch015
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Abstract
Socially conscious with unique struggles, many first-generation Black, Indigenous, People of Color students come to higher education with a social cause to engage. While undergraduate research experiences are often disconnected from communities, scholar activism provides an avenue to build the connection between FG BIPOC students and social causes. Based on the collaborative autoethnography of former students and course assistants with their professor, this chapter provides insight into pedagogical practices that support the scholar activist identity development of FG BIPOC students. This chapter identified that mentoring from the professor and course assistants, the bridging of theory and practice, centering on the student, creating a community of scholar activists, and the engagement of the future scholar activist were essential practices for the SAID that our team both experienced and witnessed.
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