Community Cultural Wealth of Latina/o Teacher Candidates of Immigrant Parents in a Nontraditional Preparation Program

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-6 - Troubling the Water: Innovative Epistemologies for Teacher Education

Abstract

The purpose of this qualitative embedded case study was to explore how life experiences of first-generation Latina/o teacher candidates of immigrant parents led them to a career in teaching, and how teacher preparation programs can recruit, train, and retain future Latina/o teacher candidates. The theoretical framework of community cultural wealth was utilized, and data collected included a survey, observations, and semi-structure interviews of five first-generation teacher candidates of immigrant parents enrolled in a non-traditional teacher preparation program which examined their past experiences, present experiences, and future aspirations. The results indicated the necessity of developing the six forms of community cultural wealth in both individuals and programs. Implications and recommendations were made in the areas of research, policy, and practice.

Authors

• Selenda Kay Cumby, Texas Tech University

• Selenda Kay Cumby, Texas Tech University