When Representation Becomes Responsibility: How Identity Alignment in Teaching Increases Faculty Workload

At Hispanic-serving and minority-serving institutions (HSIs/MSIs), where students are often commuters, first generation, and come from working-class immigrant families, faculty play a central role not only in instruction but also in providing emotional and instrumental support. In this article, I pair my testimonio alongside interviews with former students to examine how identity alignment between faculty and students—specifically as a young Latina faculty member—shapes students’ expectations of care and access and heightens the experience of identity taxation. While students often feel more comfortable and supported by faculty who resemble them, this sense of connection can lead to blurred boundaries, assumed obligations, and an increased workload that is not adequately reflected in tenure and promotion evaluations. Therefore, while identity alignment is both a powerful pedagogical tool and a structural challenge, it necessitates institutional recognition and support to ensure equitable teaching environments for both faculty and students.