Document Type

Article

Publication Title

Latino Studies

Publication Date

2026

Abstract

The Latino Studies journal has long advanced the development of what can be described as pedagogies of Latinidad, particularly through its reflexiones pedagógicas section. For decades, the journal has played a vital role in publishing and highlighting the work of teacher-scholars in the classroom and community spaces where we teach and work. Today, however, these efforts face growing challenges due to actions by the current federal administration, making it especially important to document how under-resourced programs still play a crucial role in recruiting, retaining, and graduating first-generation Latina/o/x/e students. This paper contributes to the ongoing development of the pedagogies of Latinidad by presenting the background and institutional context that led to the creation of COBAS (Communities of Belonging and Academic Success) at Illinois State University (ISU). In essence, this short essay introduces the four articles that follow in this section of the journal. We outline the program’s key components, which emerged organically as we came to see that both students and faculty navigate complex processes of belonging in an academic setting. Finally, we reflect on what has been gained—and what may be at risk—amid the shifting landscape of higher education. Before doing so, we begin with a brief look at ISU’s history and that of the Latin American and Latina/o Studies program.

Funding Source

This article was published open access thanks to a transformative agreement between Milner Library and Springer Nature.

Comments

First published in Latino Studies (2026): https://doi.org/10.1057/s41276-026-00568-z

DOI

10.1057/s41276-026-00568-z

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