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Most research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.

Drawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.

Both institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.

Findings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.

The purpose of this study is to analyze the strategies that allow sowing social entrepreneurship initiatives among young university students in Latin America. This study will also help to understand the different needs and expectations currently treated in higher education in developing its role as a promoter of entrepreneurship in students.

The study uses a multinomial logistic regression method analysis based on data collected through an online survey and applied to a sample of 599 advanced business administration students in five Latin American countries.

The results indicate that three of the independent variables under study are relevant as strategies to instill in university students the initiative for creating social entrepreneurship: establishing links with social communities, providing entrepreneurial education with a social orientation, and offering financial education.

These research findings indicate the role universities should have in promoting social entrepreneurship in university students. Therefore, the proposed strategies are crucial to improving this type of entrepreneurship.

The main contribution of this study is to analyze issues as crucial as social entrepreneurship in Latin American university students and broaden knowledge of the main strategies universities in this region must adopt so that students launch into the social area.

El propósito de este estudio es analizar las estrategias que permitan sembrar iniciativas de emprendimiento social entre jóvenes universitarios de América Latina. Esto permitirá conocer las diferentes necesidades y expectativas que se tienen actualmente en la educación superior en el desarrollo de su papel como promotor del emprendimiento en los estudiantes.

El estudio utiliza un análisis método regresión logística multinomial basado en datos recopilados a través de una encuesta en línea, aplicada a una muestra de 599 estudiantes avanzados de administración de empresas en cinco países latinoamericanos.

Los resultados evidencian que tres de las variables independientes en estudio son relevantes como estrategia para sembrar en los estudiantes universitarios la iniciativa de crear emprendimiento social: el tener vínculos con las comunidades sociales, otorgar educación emprendedora con orientación social y el brindar educación financiera.

Los hallazgos de esta investigación señalan el rol que deben de tener las universidades para fomentar el emprendimiento social en los estudiantes universitarios. Por lo tanto, se proponen estrategias claves para mejorar este tipo de emprendimientos.

La principal contribución de este estudio es analizar temas tan importantes como el emprendimiento social en los estudiantes universitarios de América Latina y ampliar el conocimiento de las principales estrategias que deben adoptar las universidades de esta región para que los estudiantes se lancen en el área social.

O objetivo deste estudo é an analisar as estratégias que permitem semear iniciativas de empreendedorismo social entre jovens universitários da América Latina. Permitirá conhecer as diferentes necessidades e expectativas atualmente tratadas no ensino superior no desenvolvimento do seu papel de promotor do empreendedorismo nos alunos.

O estudo utiliza um método de análise de regressão logística multinomial baseado em dados coletados por meio de uma pesquisa on-line, aplicada a uma amostra de 599 estudantes avançados de administração de empresas em cinco países latino-americanos.

Os resultados mostram que três das variáveis independentes em estudo são relevantes como estratégia para incutir nos estudantes universitários a iniciativa de criar empreendedorismo social: ter ligações com comunidades sociais, proporcionar educação empreendedora com orientação social e fornecer educação financeira.

Os resultados desta investigação indicam o papel que as universidades devem ter na promoção do empreendedorismo social nos estudantes universitários. Portanto, as estratégias propostas são fundamentais para melhorar esse tipo de empreendedorismo.

A principal contribuição deste estudo é analisar temas tão importantes quanto o empreendedorismo social nos universitários latino-americanos, e ampliar o conhecimento das principais estratégias que as universidades desta região devem adotar, para que os estudantes se lancem na área social.

Social media offers youth a virtual platform to build community and amplify underrepresented voices. Online spaces are often used to respond to societal issues and adopt various roles. This article aims to focus on Laura's case, spotlighting the intersection of online activism by a youth of Color, and social media literacies used to demonstrate civic engagement around contemporary social justice issues.

Through case study methods, the author examined how a youth of Color used social media to employ critical literacy practices as tools for civic engagement, advocating for social justice, and navigating the complexities of identity work in online spaces, spotlighting Laura, a self-identified Mexican and Ecuadorian Latine 18-year-old activist, to understand how social media shapes multimodal literacy practices, how youth build culture, engage in literacies and craft civic identities online.

Findings examine Laura’s social media literacies toward social justice activism, contributing to the understanding of youth activism, digital identity and civic engagement. Findings will also examine how Laura enacts online literacy practices related to her racialized identities, and how she engages in activism and civic participation related to social justice issues. These findings contribute to the understanding of youth activism, digital identity and civic engagement.

This paper focuses on Laura’s practices within the larger frame of politics, digital space and youth culture. Moreover, it also highlights the potential of youths' multifaceted social media literacies to redefine the educator's role by fostering youth identity and social justice literacies.

Research on organizational citizenship behavior (OCB) has been based on Western developed economies’ samples (or specific Eastern countries such as China and Saudi Arabia), lacking attention to developing contexts (Latin America). Even though OCBs’ antecedents in the Global North context have been thoroughly explored, Corporate Social Responsibility’s (CSR) perceptions and organizational commitment’s (OC) roles are “under-studied” in such developing contexts. This study aims to respond to the call for research on the behavioral perspective on CSR in Latin America, challenging implicit assumptions of theories developed in Western developed countries, related to the employees’ CSR perceptions and OC and OCB research.

In a postpositivist approach, the authors tested whether CSR and OC directly affect OCB, exploring OCB’s five dimensions – altruism, courtesy, consciousness, civic virtue and sportsmanship, with a main hypothesis that CSR and OC directly affect OCBs. The sample comprises responses from 1,059 employees from public and private Higher Education Institutions (HEIs) in Brazil – the largest economy in Latin America, yet a collectivistic society developing country, in which OCB phenomena is still underexplored or done to a lesser extent.

Whenever positively perceiving their organizations’ CSR activities, employees identify strongly with the organization, influencing positive job outcomes such as OC and OCBs. Findings indicate that despite not perfectly fitting non-North American contexts, the OCB five-dimension structure is positively related to employees’ CSR perception, confirming OC’s stronger role in the Brazilian context. Indeed, findings confirm OC’s influence over all OCB dimensions, re-stating it as a stronger predictor of behaviors like consciousness (compliance), civic virtue and sportsmanship.

This research accepted the challenge of bringing OC back to OCB research. Indeed, seminal work had implied OC as a robust and significant predictor of the OCB, yet in Western developed economies. The scarcity of research on the matter in developing collectivist economies such as Brazil, justifies this study’s novelty and appropriateness.

La investigación sobre el organizational citizenship behavior (OCB) se ha basado en muestras de economías desarrolladas occidentales (o países orientales específicos como China y Arabia Saudita), sin prestar atención a los contextos en desarrollo (América Latina). Aunque se han explorado a fondo los antecedentes de las OCB en el contexto del Hemisferio Norte Global, las percepciones de la Responsabilidad Social Empresarial (RSE) y los roles del compromiso organizacional (CO) están “poco estudiados” en tales contextos en desarrollo. Respondemos al llamado a investigar la perspectiva conductual de la RSE en América Latina, desafiando los supuestos implícitos de las teorías desarrolladas en los países desarrollados occidentales, relacionadas con las percepciones de RSE de los empleados y las investigaciones sobre OC y OCB.

En un enfoque pos-positivista, probamos si la RSE y el OC afectan directamente al OCB, explorando las cinco dimensiones del OCB: altruismo, cortesía, conciencia, virtud cívica y espíritu deportivo, con la hipótesis principal de que la RSE y el OC afectan directamente a los OCB. La muestra comprende respuestas de 1.059 empleados de instituciones de educación superior (IES) públicas y privadas en Brasil, la economía más grande de América Latina, pero un país en desarrollo con una sociedad colectivista, en el que los fenómenos OCB aún están poco explorados o se realizan en menor medida.

Siempre que perciben positivamente las actividades de RSE de sus organizaciones, los empleados se identifican fuertemente con la organización, lo que influye en resultados laborales positivos, como OC y OCB. Los hallazgos indican que, a pesar de no encajar perfectamente en contextos fuera de América del Norte, la estructura de cinco dimensiones de OCB está positivamente relacionada con la percepción de RSE de los empleados, lo que confirma el papel más fuerte del OC en el contexto brasileño. De hecho, los hallazgos confirman la influencia del compromiso organizacional sobre todas las dimensiones del OCB, reformándolo como un predictor más fuerte de comportamientos como la conciencia (cumplimiento), la virtud cívica y el espíritu deportivo.

Esta investigación aceptó el desafío de devolver el OC a la investigación de OCB. De hecho, un trabajo fundamental había implicado que el OC era un predictor sólido y significativo del OCB, incluso en las economías desarrolladas occidentales. La escasez de investigaciones sobre el tema en economías colectivistas en desarrollo como Brasil, justifica la novedad y pertinencia de este estudio.

A investigação sobre o comportamento de organizational citizenship behavior (OCB) tem-se baseado em amostras de economias desenvolvidas ocidentais (ou de países orientais específicos, como a China e a Arábia Saudita), sem atenção aos contextos em desenvolvimento (América Latina). Embora os antecedentes dos OCBs no contexto do Hemifério Norte tenham sido exaustivamente explorados, as percepções da Responsabilidade Social Corporativa (RSE) e os papéis do organizational commitment (OC) são “subestudados” nesses contextos em desenvolvimento. Respondemos ao apelo por pesquisas sobre a perspectiva comportamental da RSE na América Latina, desafiando pressupostos implícitos de teorias desenvolvidas nos países ocidentais desenvolvidos, relacionadas às percepções de RSC dos funcionários e às pesquisas de OC e OCB.

Numa abordagem pós-positivista, testamos se a Responsabilidade Social Corporativa e o OC afectam directamente o OCB, explorando as cinco dimensões do OCB – altruísmo, cortesia, consciência, virtude cívica e espírito desportivo, com a hipótese principal de que a RSE e o OC afectam directamente os OCB. A amostra compreende respostas de 1.059 funcionários de Instituições de Ensino Superior (IES) públicas e privadas do Brasil – a maior economia da América Latina, mas um país em desenvolvimento com sociedade coletivista, no qual o fenômeno do OCB ainda é subexplorado ou realizado em menor grau.

Sempre que percebem positivamente as atividades de RSE das suas organizações, os funcionários identificam-se fortemente com a organização, influenciando resultados positivos do trabalho, como OC e OCBs. Os resultados indicam que, apesar de não se ajustar perfeitamente aos contextos não norte-americanos, a estrutura de cinco dimensões do OCB está positivamente relacionada com a percepção de RSE dos funcionários, confirmando o papel mais forte do OC no contexto brasileiro. Na verdade, os resultados confirmam a influência do compromisso organizacional sobre todas as dimensões do OCB, reafirmando-o como um preditor mais forte de comportamentos como consciência (conformidade), virtude cívica e espírito desportivo.

Esta pesquisa aceitou o desafio de trazer o OC de volta à pesquisa de OCB. Na verdade, o trabalho seminal tinha implicado o OC como um preditor robusto e significativo do OCB, ainda nas economias desenvolvidas ocidentais. A escassez de pesquisas sobre o assunto nas economias coletivistas em desenvolvimento, como o Brasil, justifica a novidade e a adequação deste estudo.

Mobility and displacement make higher education professionals and students feel distressed, depressed, and discriminated against, from having to leave their homelands for improving their socio-economic conditions, or even escape for living. To overcome their feelings, they do their best to carry out a normal life, concentrating on upgrading, new cultural acquisition and linking with the new community, and adjusting to a new context. In the middle of this situation, there is an enrichment of societal relations, literacy processes, inclusion, and interculturality, which are transmitted to new generations. The pedagogy of the inclusive process of refugees and immigrants may become more enriched with the interaction of ontological, epistemological, cognitive, affective, axiological, and praxeological dimensions, in a new world that seeks for sustainability.

This chapter discusses how immigrants adopt translanguaging practices (i.e., the flexible use of linguistic resources by bilinguals or multilinguals to make sense of their worlds inside and outside classrooms) to scaffold learning, clarify concepts, facilitate communication, and promote academic understanding. Even inside the campus, outside the classroom discourse, translanguaging can be used to navigate bureaucratic systems, such as filling out forms, engaging in social gatherings, or accessing library services, that require proficiency in the language of the host country. Whereas the academic context is not always a positive space for translanguaging practices, everyday communications usually create a positive space for translanguaging. This chapter discusses translanguaging practices in academic and nonacademic contexts. We also provide an overview of the negative pedagogical attitudes toward translanguaging in higher education institutions, where challenges commonly faced by mobile and immobile non-native English scholars pertain to strict strategies. Reflections on the restrictive publishing policies that constitute a negative translanguaging space, acceptable and nonacceptable translanguaging practices in academic publications and the role of translanguaging facilitators, such as artificial intelligence (AI) applications, are also deliberated based on the field experience of a professional copy editor.