Author ORCID Identifier

Kevin A Palencia Infante: 0000-0001-7292-5537

Ricela Feliciano-Semidei: 0000-0002-2620-0612

Document Type

Article

Publication Title

Journal of College Student Retention: Research, Theory & Practice

Abstract

The experiences of underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) programs provide valuable insights into improving their retention and academic achievement. This study investigates how Black and Hispanic calculus students describe faculty-student interactions. Four students participated in a demographic survey and follow-up interviews, sharing their experiences with calculus learning. Using thematic coding guided by validation theory, the data revealed instructors’ academic practices that either validated or invalidated students’ participation in calculus classes. These practices include cultivating in-class conceptual support, promoting collaborative learning spaces, demonstrating out-of-class academic availability, acknowledging and integrating diverse student experiences, and encouraging metacognitive reflection. The findings amplify student voices and offer recommendations for calculus instructors and institutions to enhance persistence, sense of belonging, and academic success among Black and Hispanic students.

DOI

10.1177/15210251261434165

Publication Date

2026

Comments

This is the accepted manuscript of an article published in the Journal of College Student Retention: Research, Theory & Practice. The version of record can be found at: https://doi.org/10.1177/15210251261434165

Original Citation

Palencia, K., Feliciano-Semidei, R., Bustillo-Zarate, A., & Wu, K. (2026). Beyond Teaching: Black and Hispanic Calculus Students Describe Interactions with Faculty. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251261434165

Department

Department of Mathematical Sciences

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