Mestiza consciousness: A phenomenology study exploring the lived experiences of Latinx bilingual teachers

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2020-12

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Abstract

The demand for bilingual Spanish/English teachers in Texas is pivotal due to the increased Latinx Hispanic student populations in K-12, many of whom are English Learners (ELs), and mostly arrive speaking Spanish without knowing and reading in their own language. Underlying the need for bilingual teachers of color in educational settings, the purpose of this investigation was to explore the lived experiences of ten Latinx bilingual Spanish/English teachers in an attempt to shed light on ways to maximize success in preparing teaching students of color, specifically Latinx in the United States. Following the characteristics of hermeneutical phenomenology and aligning Mestiza Consciousness theory tenets, it delved into the experiences of successful Latinx bilingual teachers to learn what aspects kept them in their educational career, and to learn what areas are still in need of additional preparation for ELs. This study captured the essence of their lived experiences in the educational field in order to guide us to the best practices and recommendations in improving teacher education programs toward the goal of increasing graduation rates of Latinx bilingual teachers. By placing more successful Latinx bilingual teachers in classrooms of ELs we are likely to increase the academic achievement of bilingual students and ensure their success in turn.


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Keywords

Latinx, Teachers, Mestiza consciousness, Phenomenology

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