Quantifying and Qualifying the Bilingual Teacher Certification Experiences of Mexican Americans

• In Event: Mixed Methods From Policy to Populations

Abstract

The purpose of this sequential mixed methods study was twofold: First, to analyze factors that predict Mexican American bilingual teacher candidates' success on standardized bilingual certification examinations; and second, to develop a deeper understanding about the complex web of issues related to the experiences of Mexican American students preparing for teacher certification. The quantitative phase was designed to determine the predictive effects of SAT, basic reading scores, and GPA on teacher certification test performance. Statistical analysis of the data showed significant results for three predictive models. The second phase involved qualitative data collection and analysis derived from interviews with six participants. Preliminary analyses of quantitative and qualitative results were informative and led to new understandings about this phenomenon.

Authors

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

• Judith H. Munter, San Francisco State University

• Arturo Olivarez, The University of Texas - El Paso