Teach for América

Abstract

Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers’ career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 122 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.