Negotiating Higher Education: Latina Teachers' Memories of Striving for Success
CIERA Inquiry 3: Policy and Profession
What are the experiences of Latina teachers in higher education? How do personal experiences with reading in and out of school shape the teaching styles, strategies, and dispositions prospective and practicing Latina teachers bring to their experiences?
In this report, Walker, MacGillivray, and Aguilar present an analysis of four interviews with Latina teachers who discuss their experiences getting into and through college. Walker and her colleagues show that Latinas often encounter rigid gender, ethnic, and cultural expectations in their quest for higher education, as well as a lack of institutional support in their university settings. The authors point out that if we hope to encourage academic success among this population--a population which is well-suited to working with beginning readers who are also English-language learners--we have to understand and systematically address these issues.