Understanding the Pathway to Teacher Certification From the Perspectives of Mexican American Bilingual Teacher Candidates

• In Event: Roundtable Session 1
  In Roundtable Session: Understanding and Promoting Teacher Diversity

Abstract

The purpose of this study was to develop a deeper understanding about the complex web of issues related to the bilingual teacher certification experiences of Mexican Americans who completed an undergraduate teacher preparation program in bilingual education at a Hispanic-serving institution located on the Texas-México border. Employing a multiple case study method and building on the work of critical race theorists, the authors collected and analyzed data derived from semi-structured interviews with six participants. Three major themes relating to their experiences in the U.S. higher education system emerged from the analysis of their perspectives: 1) persistence and resilience, 2) biliteracy as a resource, and 3) collaborative learning.

Authors

• Amabilia Valverde Valenzuela, The University of Texas - El Paso

• Judith H. Munter, San Francisco State University