How has being a first-generation college graduate shaped the ways you teach in the classroom?

When teaching, I am a facilitator of the learning process, not someone who “professes” information, and as such I believe that students’ knowledge and experiences contribute greatly to the larger educational environment. My classroom provides opportunities to understand various Spanish-speaking cultures from throughout Latin America, the Caribbean, Spain, and the United States. I offer various perspectives from communities not commonly centered in academia such as Mexican Americans, U.S. Latinas/Latinos/Latinx, Afro-Mexicans, women of color, and members of the LGBTQA groups. I expect my students to question and analyze their reality (at times, a privileged one) by learning about difficult subjects such as racism, sexism, classism, and homophobia so that they begin to empower themselves as potential agents of social change. It is in the classroom, after all, that we should be able to experience our cultures, our nation, and our world from a point of view different from the one offered by society at large filtered through the media and other social institutions.

As a first-gen college graduate, I pay attention to the needs of all students in my classroom. I humanize them by trying to understand the socio-political and economic environment that forms each of them. I check myself on pre-conceived notions of who they might be by inviting them to see me in office hours for a quick chat at the beginning of a given semester. Pedagogically, I believe it is critical to divide the total grade of a given course into several, smaller categories (homework, quizzes, exams, essays, presentations, etc) and to return graded, low-stakes assignments often. In our classroom, when I notice that the students’ energy is low, I ask for a “time out” by pausing the lesson to check in with them about their health in general. Additionally, regardless of the class level I teach, I want all students with whom I work to be excellent writers. So, I take much time to conduct individualized writing workshops, especially for my upper division Spanish classes. I like to check in with students about their class and work schedules, their extracurricular activities, and their ways of learning (I vary my teaching methodology so as to offer as many ways of learning as possible). Given that one of my areas of research is humor, I use it throughout my lessons as well. Overall, I strive to create a safe, welcoming, and encouraging learning environment in my classroom and during office hours.

What is your favorite part of being a professor at Trinity?

I am passionate about learning and therefore I love being in the classroom with my students. Whether we are discussing Spanish grammar, Chicana feminisms, or Latinx LGBTQA studies, I enjoy the moments when students make important connections and become more confident about their knowledge, and therefore, themselves. I particularly love teaching and working with students who make the most of their privilege of being in college and who give back to their communities inside and outside of the university. This past year, I have appreciated working with our Latinx leadership folks, most of whom are first-gen students. The fact that our institution is in the wonderful, culturally rich city of San Antonio is also a plus for me as a professor at Trinity because I take full advantage of what our city has to offer our students and vice versa.

What advice do you have for Trinity faculty teaching first-generation students?

My advice for all my colleagues who have the privilege of working with our first-gen students is to take into account what great disadvantages and challenges these students have and continue to face by being the first in their families to step into the brand new world of academia. Do not assume that our students should know the basics of being in college. Remember that you are a role model for them. Be compassionate and humanize them by taking the time to get to know them. Consider also that not all first-gen students are alike and that we, as faculty should strive to have them see themselves represented in our curriculum. At most institutions of higher learning (and Trinity is no exception), our general curriculum can be primarily white, male, and heteronormative. I invite each of you to go through your syllabi and open-heartedly consider where you can include more materials by underrepresented communities (whether you teach in STEM, social sciences, or in the humanities, this can be done successfully; see the article I reference below).

As Trinity moves into the future, you will serve yourself and your students better by diversifying your curriculum. Update your teaching notes if they are older than five years. If you do not feel comfortable teaching materials written by underrepresented authors/scholars, invite those of us who are experts in such topics (at Trinity and in our city) to give a guest lecture in your class. Make an effort to have a structured syllabus and follow it as much as possible. Consider that many of our students in general (and first-gen in particular) already feel anxious about what they need to learn and do every day. Remember that your class is not the only one that matters to them and that many of our first-gen students have to hold a job to support themselves and their families. Be their ally and learn what an ally is supposed to offer.

Invite me out for tea, coffee, or ice cream to chat about teaching and learning. Seriously, though, remember how magical a college classroom can be and that you are the magician-facilitator. Have a fantastic New Year and new semester, everyone!

Suggested reading on inclusive teaching:

Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive

ADVICE GUIDE by VIJI SATHY and KELLY A. HOGAN