Theological Leaders

Hispanic Theological Initiative

Insights from Theological Leaders on Education and Community Engagement

Transforming Theological Education: Hispanic Leaders Reimagining Institutions and Communities

Across the landscape of theological education, Hispanic and Latinx leaders are reshaping what is possible. Grounded in cultural wisdom, community commitment, and deep theological insight, these leaders are transforming academic spaces—often rooted in Eurocentric models—into responsive, contextual, and community-serving ecosystems. Their work is not only meeting the needs of Hispanic/Latinx students and communities; it is expanding institutional reach and relevance in ways that enrich the entire field of theological education.

This site offers a closer look at the visionary programs and bold models that have emerged through their leadership. Through interviews, reflections, and real-world case studies, we explore how these leaders are navigating cultural and educational trends, overcoming barriers to cross-cultural engagement, and often discovering unexpected blessings along the way. These stories are not only about success—they are about faith, innovation, resilience, and the transformative power of education rooted in comunidad.

Sociologist, Researcher, & Academic Rev. Dr. Lizardy-Hajbi shared findings from her extensive research on Latino congregations in the U.S., conducted through the Hartford Institute. Her work confirms that Latino faith communities are deeply relational, embodied, and interwoven with their local contexts. Worship is not confined to the church—it spills into celebrations, festivals, and community engagement, reflecting a seamless connection between congregational life and everyday culture.

Studies Findings

Denominational Findings

A key insight is that Christian formation—regardless of denominational tradition—remains central for Latinos. Whether in Catholic, evangelical, or Protestant contexts, faith formation is dynamic and culturally rooted, often taking shape through embodied practices like festivals, dance, bilingual Bible studies, and early faith education for youth.

Shifting Trends & Educational Models

Rev. Dr. Lizardy-Hajbi also emphasized the mismatch between traditional theological education models and the realities of Latino learners. Rigid, lecture-based classrooms and Euro-Western academic norms often fail to reflect the communal, intergenerational, and spiritual life of Latino students. Instead, she advocates for educational spaces that are participatory, relational, and inclusive—spaces she envisions as “altares” (altars) where every learner brings their full self.

Rev. Dr. Lizardy-Hajbi highlighted structural challenges, including class, race, and gender-based barriers that persist in theological institutions. She called for broader access to theological education through certificate programs, lay leadership training, and culturally responsive pedagogy—education con y para el pueblo.

While some see theological education as being in decline, Dr. Diaz-Perez sees it as evolving rather than disappearing. Traditional models of seminary may no longer hold the same relevance, but the hunger for knowledge remains strong. Advances in technology have radically expanded how and where learning happens—no longer confined to classrooms or live lectures. For younger, tech-savvy generations, the world is now a classroom, filled with endless streams of on-demand learning. The future of theological education depends on recognizing these shifts, adapting strategies, and responding to what learners are truly seeking. While the shape of education is changing, the human drive to learn—and to seek meaning—endures.

Two Thriving Model

What began as a modest seminar with low expectations—intended for a few pastors and framed with minimal support—quickly revealed the deep hunger for theological formation in the Latino community. Despite initial hesitations about being tokenized, the professor agreed to teach, and instead of a small turnout, 140 Latino pastors and lay leaders registered, each paying to attend. Rather than deliver a surface-level workshop on administration (as was suggested), he offered the same rigorous material he teaches in seminary—this time in Spanish, with cultural humor woven in. The response was overwhelming: participants were deeply engaged, asked thoughtful questions, and even requested more sessions. The turnout and enthusiasm underscored a crucial truth: when trusted with quality theological content in their language and cultural context, Latino leaders show up—and they thrive.

The Latinx center was founded in the 70s and 80s to address the lack of theological spaces attuned to the cultural and contextual realities of Hispanic/Latinx communities. Originally known as Hispanic Ministries, it evolved under the leadership of pioneers like Rev. Dr. Luis Rivera and Daniel Rodríguez, eventually launching a certificate in Latinx Theology and Ministry around 2010. Born out of partnerships with determined pastors—many of whom lacked formal academic backgrounds or resources—the certificate became a launching pad. Since its 2011 debut, dozens of students have advanced from certificate programs into master’s and doctoral studies. The current director, who took over in 2017, continues this legacy by actively accompanying students through their academic journeys, offering not only academic support but also advocacy and new pathways that ease transitions into further theological education.

Education as a Relational & Embodied Practice

The interviews emphasize a paradigm shift from hierarchical, "banking models" of education—where knowledge is deposited into passive learners—to relational and participatory approaches. Rev. Dr. Lizary-Hajbi describes her classrooms as "altars," where participants contribute their wisdom, experiences, and cultures to create collaborative learning environments.

Aligned with this approach, the scholars highlight the impact of informal communication tools like WhatsApp and social media in fostering learning and connection. These tools, often overlooked in traditional academia, play a critical role in engaging diverse and geographically dispersed communities.

Lifting Voices, Creating Pathways
Barriers Leaders Know from Experience

Theological education has never been one-size-fits-all. For many in Hispanic and Latinx communities, the path to seminary has often been paved with unseen barriers—financial, cultural, linguistic, and institutional. And yet, leaders across generations have not only named those barriers but reimagined what formation can look like.

In the interviews below, professors and program directors share from their own lived experiences—both the struggles they’ve faced and the strategies they’ve built. Their stories are more than reflections; they are blueprints of resilience, creativity, and conviction. Listen in as they speak candidly about what it takes to widen the doors of theological education and accompany students toward a future that reflects the richness of their communities.

Key Takeaways

Cultural Context Matters:

Education must resonate with learners' lived realities.

Democratizing Access

is Essential:

Overcoming systemic barriers requires intentionality and

co-creation.

Relational Learning is Transformative:

Classrooms as collaborative "altars" enrich the learning experience.

Innovation is

Non-Negotiable:

Leveraging technology and flexible models can expand theological education's reach and impact.

Reflecting Toward Transformation

The voices in this project invite us into more than conversation—they call us into reflection, imagination, and action. Rooted in embodied experience, the questions below are drawn from the wisdom of Hispanic and Latinx leaders who have reshaped theological education by honoring culture, community, and call.

Use these prompts to sit with what you've heard. Let them open space in you—for honesty, for challenge, for dreaming. You may want to journal your responses, discuss them with others, or bring them into your institutional planning.

This is not just about inclusion. It’s about transformation—of hearts, of classrooms, of ministries, and of the systems we inhabit. May these questions stir a deeper sense of responsibility and hope in you, wherever you serve and lead.

Download Reflection Questions