Journeys Into the K-12 Classroom: Latina Teachers' Narratives of Becoming

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Reid, A. (2021). Journeys Into the K-12 Classroom: Latina Teachers' Narratives of Becoming. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

A Project in Humanizing Inquiry (San Pedro & Kinloch, 2017), this qualitative dissertation study combined in-depth interview with a LatCrit framework to story the journeys of three Latinas into teaching. Data analysis underscored the layered racialized systems of oppression that marked the three women’s educational identities and professional trajectories. Notable forms of oppression included deficit-laden interactions within schools and schooling that largely predicted the individual women as failures. Likewise, much more intimate familial messaging framed teaching as a dead-end career. With the support of key mentors and through their own determination, the three women, nevertheless, were able to make sense of who they were, what they valued, and the teachers they would ultimately become. Implications for diversity-oriented teacher education and research are presented.Keywords: Latina teachers, testimonios, in-depth interviews

Details
Author

Reid, Alicia

Title

Journeys Into the K-12 Classroom: Latina Teachers' Narratives of Becoming

Physical Description

1 online resource (113 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

A Project in Humanizing Inquiry (San Pedro & Kinloch, 2017), this qualitative dissertation study combined in-depth interview with a LatCrit framework to story the journeys of three Latinas into teaching. Data analysis underscored the layered racialized systems of oppression that marked the three women’s educational identities and professional trajectories. Notable forms of oppression included deficit-laden interactions within schools and schooling that largely predicted the individual women as failures. Likewise, much more intimate familial messaging framed teaching as a dead-end career. With the support of key mentors and through their own determination, the three women, nevertheless, were able to make sense of who they were, what they valued, and the teachers they would ultimately become. Implications for diversity-oriented teacher education and research are presented.Keywords: Latina teachers, testimonios, in-depth interviews

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Subject Area

Curriculum & Instruction

Advisor(s)

Salas, Spencer

Committee Members

Lachance, Joan
Mraz, Maryann
D'Amico, Mark

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Reid_uncc_0694D_12922

Permalink

http://hdl.handle.net/20.500.13093/etd:2851