Identity, Gender, and Politics: Creating Belonging for Hispanic Women in Literature and Other Courses.
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| Title: | Identity, Gender, and Politics: Creating Belonging for Hispanic Women in Literature and Other Courses. |
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| Authors: | Hembrough, Tara1 hembroug@uiwtx.edu, Madewell, Amy2 amadewell@se.edu, Trevino, Karina2 ktrevino15@student.se.edu |
| Source: | International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p681-702. 22p. |
| Subject Terms: | *Gender, *College students, *Educational literature, Hispanic American women, Political science, Identity (Psychology), Social belonging |
| Abstract: | To assess the level of belonging that Hispanic women students experienced in a post-pandemic environment during their enrollment in a college literature class and other related courses with readings connected to the topic of gender and the associated politics, the authors created a mixed-methods study using survey and short-answer, question instruments. Participants comprised 74 Hispanic women, college students, with a median age of 20 years. The authors formulated their survey based upon the Sixteen Personality Factor Questionnaire, Pandemic-related Political Identities Scale, Campus Expression Survey, and College Student Views on Free Expression and Campus Speech Survey. They ran paired samples t-tests to report potentially significant differences in the women's view of their enrollment in a literature class and comparable reading and writing-oriented courses both before and afterwards in terms of their academic and personal outcomes. The authors applied a grounded theory approach to code the students' short-answer comments about their attitude toward discussing their identity and the concept of gender in their classes, including any benefits in doing so. As findings, many women reported a growth in their appreciation of reading and speaking about literature, including how their lives and careers were linked to Hispanic readings; ability to sustain an interest in theoretical concepts; and capacity to discuss the fraught topics of gender, race, and the linked politics, including the stereotypes some women faced, while also empathizing with their peers' backgrounds. The study findings also extended to the women's pattern of growth in other reading and writing-oriented courses. Building upon these results, the article offers recommendations regarding how within the post-pandemic period, faculty can continue to conceive of Hispanic women students positively in terms of the capital they bring to academia rather than as through a deficit mindset. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192718102 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Identity, Gender, and Politics: Creating Belonging for Hispanic Women in Literature and Other Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hembrough%2C+Tara%22">Hembrough, Tara</searchLink><relatesTo>1</relatesTo><i> hembroug@uiwtx.edu</i><br /><searchLink fieldCode="AR" term="%22Madewell%2C+Amy%22">Madewell, Amy</searchLink><relatesTo>2</relatesTo><i> amadewell@se.edu</i><br /><searchLink fieldCode="AR" term="%22Trevino%2C+Karina%22">Trevino, Karina</searchLink><relatesTo>2</relatesTo><i> ktrevino15@student.se.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p681-702. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+literature%22">Educational literature</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+women%22">Hispanic American women</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To assess the level of belonging that Hispanic women students experienced in a post-pandemic environment during their enrollment in a college literature class and other related courses with readings connected to the topic of gender and the associated politics, the authors created a mixed-methods study using survey and short-answer, question instruments. Participants comprised 74 Hispanic women, college students, with a median age of 20 years. The authors formulated their survey based upon the Sixteen Personality Factor Questionnaire, Pandemic-related Political Identities Scale, Campus Expression Survey, and College Student Views on Free Expression and Campus Speech Survey. They ran paired samples t-tests to report potentially significant differences in the women's view of their enrollment in a literature class and comparable reading and writing-oriented courses both before and afterwards in terms of their academic and personal outcomes. The authors applied a grounded theory approach to code the students' short-answer comments about their attitude toward discussing their identity and the concept of gender in their classes, including any benefits in doing so. As findings, many women reported a growth in their appreciation of reading and speaking about literature, including how their lives and careers were linked to Hispanic readings; ability to sustain an interest in theoretical concepts; and capacity to discuss the fraught topics of gender, race, and the linked politics, including the stereotypes some women faced, while also empathizing with their peers' backgrounds. The study findings also extended to the women's pattern of growth in other reading and writing-oriented courses. Building upon these results, the article offers recommendations regarding how within the post-pandemic period, faculty can continue to conceive of Hispanic women students positively in terms of the capital they bring to academia rather than as through a deficit mindset. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192718102 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19237a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 681 Subjects: – SubjectFull: Gender Type: general – SubjectFull: College students Type: general – SubjectFull: Educational literature Type: general – SubjectFull: Hispanic American women Type: general – SubjectFull: Political science Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Social belonging Type: general Titles: – TitleFull: Identity, Gender, and Politics: Creating Belonging for Hispanic Women in Literature and Other Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hembrough, Tara – PersonEntity: Name: NameFull: Madewell, Amy – PersonEntity: Name: NameFull: Trevino, Karina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
