Lessons learned from exploring the potential of California's mini-corps tutors as future bilingual teachers

References

• Athanases, S. Z., L. C. Banes, and J. W. Wong. 2015. “Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color.” Bilingual Research Journal 38 (1): 65–87.
   Web of Science ®Google Scholar
• Briceño, A., C. Rodríguez-Mojica, and E. Muñoz-Muñoz. 2018. “From English Learner to Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates.” Language and Education 32 (3): 212–226.
   Web of Science ®Google Scholar
• California Department of Education. 2018. Global California 2030; An Initiative of State Superintendent of Public Instruction Tom Torlakson. Department of Education. 4–14.
   Google Scholar
• Caver-Thomas, D., and L. Darling Hammond. 2017. Bilingual Teacher Shortages in California: A Problem Likely to Grow. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Espino, M. M. 2014. “Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs.” American Journal of Education 120 (4): 545–574.
   Web of Science ®Google Scholar
• Ginsberg, A., M. Gasman, and A. C. Samayoa. 2018. “It’s in Your Heart: How the California Mini-Corps Program and Hispanic Serving Institutions are Transforming Migrant Student Education.” The Teacher Educator 53 (3): 244–262.
   Google Scholar
• Gonzalez, E. 2012. “The Impact of Participation in the Mini-Corps Program as an Undergraduate on Alumni's Professional Career.” PhD diss., Sacramento State University.
   Google Scholar
• Harris, V., and A. Sandoval-González. 2017. “Unveiling California’s Growing Bilingual Teacher Shortage: Addressing the Urgent Shortage, and Aligning the Workforce to Advances in Pedagogy and Practice in Bilingual Education.” Californians Together. 4–8.
   Google Scholar
• Irizarry, J. G., and M. Donaldson. 2012. “Teach for America: The Latinization of U.S. Schools and the Critical Shortage of Latino/a Teachers.” American Educational Research Journal 49 (1): 155–194.
   Web of Science ®Google Scholar
• Jimenez-Silva, M., and J. Bempechat. 2020. “How Do We Rebuild Bilingual Education? Challenges and Opportunities in Post-Prop 58 California.” Structured Poster Presentation accepted for the American Educational Research Association Annual Conference. San Francisco, CA.
   Google Scholar
• Jimenez-Silva, M., and N. Ruiz. 2019. “Recruiting and Preparing the Next Generation of California’s Bilingual Teachers.” Proceedings from the 2019 Hawaii International Conference on Education. Honolulu, HI.
   Google Scholar
• Katznelson, N., and K. A. Bernstein. 2017. “Rebranding Bilingualism: The Shifting Discourses of Language Education Policy in California’s 2016 Election.” Linguistics and Education 40: 11–26.
   Web of Science ®Google Scholar
• Liou, Daniel D., René Antrop-González, and Robert Cooper. 2009. “Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students’ College-Going Information Networks.” Educational Studies 45 (6): 534–555. doi:https://doi.org/10.1080/00131940903311347.
   Google Scholar
• Lomeli, J., J. Parks, I. Basurto, and F. Padilla. 2006. “California Mini-Corps: Developing Quality Teachers for 40 Years.” Education 127 (1): 100–108.
   Google Scholar
• Meister, T. 2017. “Interest and Identity Convergence for Equitable Mathematics’ Teaching: Reflections on the Interplay of the Institutional and Individual on Teacher Development and Action.” The Mathematics Educator 26 (1): 56–82.
   Google Scholar
• Oakes, J., M. Lipton, L. Anderson, and J. Stillman. 2015. Teaching to Change the World. New York: Routledge.
   Google Scholar
• Ocasio, K. M. 2014. “Nuestro Camino: A Review of Literature Surrounding the Latino Teacher Pipeline.” Journal of Latinos and Education 13 (4): 244–261.
   Google Scholar
• Quezada, R., and E. Ruiz. 2017. “Former Children of Migrant Farmworkers: A “Secret” Pipeline for Growing Your Own Bilingual and Bicultural Teachers in California.” In Portraits of Anti-Racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries, edited by Conra D. Gist, 39–62. New York, NY: Peter Lang Publishing.
   Google Scholar
• Ramirez, A. Y. 2010. “Why Teach? Ethnic Minority College Students’ Views on Teaching.” Multicultural Education 17 (3): 29–35.
   Google Scholar
• Rojas, L., and D. D. Liou. 2017. “Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color.” Journal of Teacher Education 68 (1): 28–40.
   Web of Science ®Google Scholar
• Yosso, T. J. 2005. “Whose Culture has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity, and Education 8 (1): 69–91.
   Google Scholar