62
Views
0
CrossRef citations to date
0
Altmetric
Empirical Research Studies

Reimagining Preservice Experiences for Aspiring Latino Teachers in the United States

, , &
Pages 97-113 | Received 13 Mar 2023, Accepted 22 Dec 2023, Published online: 13 Feb 2024

References

  • Achinstein, B., & Ogawa, R. T. (2011). Change(d) agents: New teachers of color in urban schools. Teachers College Press.
  • Anderson, C. J., & Smith, C. D. (2018). Male teachers of color and the benefits of racial/ethnic match: A comprehensive review of the literature. Review of Educational Research, 88(2), 259–292.
  • Bateson, G. (1973). Steps to an ecology of mind. Paladin Books.
  • Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
  • Bettini, E., Cormier, C. J., Ragunathan, M., & Stark, K. (2022). Navigating the double bind: A systematic literature review of the experiences of novice teachers of color in K–12 schools. Review of Educational Research, 92(4), 495–542. https://doi.org/10.3102/00346543211060873
  • Bier, D. J. (2023, June 13). Why legal immigration is nearly impossible: U.S. legal immigration rules explained (Policy Analysis No. 950). Cato Institute.
  • Bourdieu, P. (2018). Cultural reproduction and social reproduction. In Knowledge, education, and cultural change (pp. 71–112). Routledge.
  • Bristol, T. J., Wallace, D. J., Manchanda, S., & Rodriguez, A. (2020). Supporting Black male preservice teachers: Evidence from an alternative teacher certification program. Peabody Journal of Education, 95(5), 484–497. https://doi.org/10.1080/0161956X.2020.1828690
  • Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://doi.org/10.54300/559.310
  • Cherney, I. D., & Dempsey, L. M. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Research Review, 30(669), 651. https://doi.org/10.1080/01443410.2010.498416
  • Clark, M. A., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (2013). Support and barriers for Latino male students’ educational pursuits: Perceptions of counselors and administrators. Journal of Counseling & Development, 91(4), 458–466. https://doi.org/10.1002/j.1556-6676.2013.00118.x
  • Cochran-Smith, M. (2019). Teacher education for justice and equity: 40 years of advocacy. Action in Teacher Education, 42(1), 49–59. https://doi.org/10.1080/01626620.2019.1702120
  • Corbin, J. M., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications, Inc.
  • Crenshaw, K. (2018). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics [1989]. Feminist Legal Theory, 57–80. https://doi.org/10.4324/9780429500480-5
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications.
  • Darling-Hammond, L. (2017). Transforming teaching and leadership: A vision for high-quality education in every school. Learning Policy Institute.
  • Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., McIntyre, J., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
  • Davis, J. E., & Jenkins, L. L. (2020). “You have to see it to be it”: The role of teachers in shaping the career aspirations of Black students. Urban Education, 55(6), 874–901.
  • Dee, T., & Penner, E. (2016). The causal effects of cultural relevance. American Educational Research Journal, 54(1), 127–166. https://doi.org/10.3102/0002831216677002
  • Delgado, R., Harris, A. P., & Stefancic, J. (2017). Critical race theory: The cutting edge. Temple University Press.
  • Egalite, A. J., Kisida, B., & Winters, M. A. (2017). Teacher racial match matters: Evidence of same-race student-teacher race match. Education Next, 17(1), 76–84.
  • Every Student Succeeds Act, 29 U.S.C. § 6301. (2015).
  • Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). The power of teacher expectations: How bias hinders student attainment. American Economic Journal, 8(3), 236–255.
  • Gist, C. D. (2017). Voices of aspiring teachers of color: Unraveling the double bind in teacher education. Urban Education, 52(8), 927–956. https://doi.org/10.1177/0042085915623339
  • Goldhaber, D., Theobald, R., & Tien, C. (2019). Why we need a diverse teacher workforce. Phi Delta Kappan, 100(5), 25–30. https://doi.org/10.1177/0031721719827540
  • Gomez, M. L., Rodriguez, T. L., & Agosto, V. (2008). Who are Latino prospective teachers & what do they bring to US schools? Race Ethnicity and Education, 11(3), 267–283. https://doi.org/10.1080/13613320802291165
  • Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
  • Griffin, A. (2018). Our stories, our struggles, our strengths: Perspectives and reflections from Latino teachers. Education Trust, 1–13. https://files.eric.ed.gov/fulltext/ED588864.pdf
  • Grooms, A. A., Mahatmya, D., & Johnson, E. T. (2021). The retention of educators of color amidst institutionalized racism. Educational Policy, 35(2), 180–212. https://doi.org/10.1177/0895904820986765
  • Haase, M. (2010). Fearfully powerful: Male teachers, social power and the primary school. Pedagogy Culture & Society, 18(2), 173–190. https://doi.org/10.1080/14681366.2010.488043
  • Haddix, M. M., & Koshel, M. R. (2019). Teaching is an act of love: Cultivating students’ aspirations to become teachers. The Urban Review, 51(2), 245–267.
  • Ingersoll, R., May, H., & Collins, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37), 37. https://doi.org/10.14507/epaa.27.3714
  • Jackson, T. O. (2015). Perspectives and insights from preservice teachers of color on developing culturally sustaining pedagogy at predominantly white institutions. Action in Teacher Education, 37(3), 223–237. https://doi.org/10.1080/01626620.2015.1048007
  • Jackson, C. K., & Rockoff, J. E. (2020). The effect of teacher race and gender on student educational and behavioral outcomes: Evidence from Tennessee. The Quarterly Journal of Economics, 135(2), 925–1006.
  • Jaffe‐Walter, R., & Lee, S. J. (2011). “To trust in my root and to take that to go forward”: Supporting college access for immigrant youth in the global city. Anthropology & Education Quarterly, 42(3), 281–296. https://doi.org/10.1111/j.1548-1492.2011.01132.x
  • Johnson, C. M., Ponder, G. C., Dugan, A. L., & Lang, T. R. (2019). Encouraging students of color to consider teaching careers: Role model effects of ethnically similar teachers. Urban Education, 54(10), 1382–1407.
  • Kauchak, D., & Burbank, M. D. (2012). Voices in the classroom: Case studies of minority teacher candidates. Action in Teacher Education, 25(1), 63–75. https://doi.org/10.1080/01626620.2003.10463294
  • Kohli, R. (2021). Teachers of color: Resisting racism and reclaiming education. Harvard Education Press.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.K.a. The remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
  • Merriam, S. B., & Tisdell, E. J. (2016). Designing your study and selecting a sample. Qualitative Research: A Guide to Design and Implementation, 67(1), 73–104.
  • Milner, H. R. (2010). Preservice teachers’ beliefs about urban students and urban schools. Urban Education, 45(2), 196–222.
  • Milner, H. R. (2017). Teacher educators as cultural navigators: Using culturally relevant pedagogy to support aspiring teachers of color. Journal of Teacher Education, 68(2), 197–210.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
  • Naff, K. C., & Zimmerman, A. M. (2018). Diversifying the teaching profession to better serve students of color: A review of research on minority teachers. Review of Educational Research, 88(1), 125–162.
  • National Center for Education Statistics. (2023). COE - Characteristics of public school teachers. Retrieved May 21, 2021, from https://nces.ed.gov/programs/coe/indicator/clr/public-school-teachers
  • Noguera, P., Hurtado, A., & Fergus, E. (Eds.). (2013). Invisible no more: Understanding the disenfranchisement of Latino men and boys. Routledge.
  • Osborne, E., & Hatt, B. E. (2020). The impact of male teachers on culturally diverse students: A systematic review of the literature. Educational Psychology Review, 32(2), 415–444.
  • Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • Partelow, S., & Manlosa, A. O. (2022). Commoning the governance: A review of literature and the integration of power. Sustainability Science, 18(1), 265–283. https://doi.org/10.1007/s11625-022-01191-2
  • Romo, H. D., Thomas, K. J., & García, E. E. (2018). Changing demographics of dual language learners and English learners: Implications for school success. Social Policy Report, 31(2), 22–30. https://doi.org/10.1002/j.2379-3988.2018.tb00028.x
  • Saenz, V. B., & Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8(1), 54–89. https://doi.org/10.1177/1538192708326995
  • Singh, M. V. (2018). Role models without guarantees: Corrective representations and the cultural politics of a Latino male teacher in the borderlands. Race Ethnicity and Education, 21(3), 288–305. https://doi.org/10.1080/13613324.2017.1395330
  • Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the presence of whiteness. Journal of Teacher Education, 52(2), 94–106. https://doi.org/10.1177/0022487101052002002
  • Solorzano, D. G. (2020). Critical race theory, LatCrit theory, and Latino education: A critical review of the literature. In D. Delgado & J. Stefancic (Eds.), The Latino/a condition: A critical reader (3rd ed., pp. 331–343). NYU Press.
  • Solorzano, D. G., & Bernal, D. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. https://doi.org/10.1177/0042085901363002
  • Tatum, A. W. (2020). Teacher educators as agents of change: Transforming teacher education for equity. Journal of Teacher Education, 71(5), 424–437.
  • Thompson, G. L. (2007). The Truth about students of color and standardized tests. Leadership, 36(3), 22.
  • Turner, C. S. V. (2019). The double bind for women of color in higher education: Balancing professional and personal responsibilities. In B. J. Irby, B. G. Lloyd-Jones, & S. A. Myers (Eds.), Women of color in leadership: Taking their rightful place (pp. 167–184). Emerald Group Publishing.
  • Way, N. (2013). Boys’ friendships during adolescence: Intimacy, desire, and loss. Journal of Research on Adolescence, 23(2), 201–213. https://doi.org/10.1111/jora.12047
  • Will, M. (2019, March 4). Latino male teachers: Building the pipeline. Education Week, 37(18), 12–14. https://www.edweek.org/ew/articles/2018/01/24/latino-male-teachers-building-the-pipeline

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.