Writing and Language Studies Faculty Publications
Document Type
Article
Publication Date
1-31-2026
Abstract
This study examines how student–faculty partnerships are experienced within undergraduate mathematics coursework at a majority Hispanic Serving Institution (HSI). Drawing on the Student as Partners (SaP) theoretical framework and using an interpretive phenomenological research design, we examined the lived experiences of student and faculty partners who participated in a series of professional development sessions on student-faculty partnerships and equitable teaching and learning practices in mathematics courses. Findings indicate that student partners’ lived experiences in the partnership program contributed to the development of sense of belonging, self-efficacy, and awareness of the need to link real-world and culturally responsive applications to mathematics learning. On the part of the faculty partners, findings indicate that their lived experiences in the student-faculty partnership program contributed to enhanced self-efficacy through professional growth, development of new perspectives on teaching, and awareness of fostering culturally responsive teaching and learning experiences. The study highlights the transformative potential of student-faculty partnerships in bridging traditional mathematics instruction with students’ lived learning experiences and perspectives on fostering real-world, reflective, and student-centered learning environments for all students. Specifically, the study showcases the promise of partnership models in mathematics settings and points to the need for future research on scalable approaches that support the success of culturally and linguistically diverse students in STEM.
Recommended Citation
Cavazos, A. G., Fernández, L. M., Amaro, I. D. R., Olivo, E., & Villalobos, C. (2026). Student-Faculty Partnerships in Mathematics Undergraduate Coursework. Education Sciences, 16(2), 215. https://doi.org/10.3390/educsci16020215
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Education Sciences
DOI
10.3390/educsci16020215
Comments
© 2026 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.