Diverse Pathways to Teaching: Tales of Immigrant Women of Color Becoming Teachers of Young Children

• In Event: Black, Indigenous, and People of Color Teachers' Lives: Critical Methodologies and Critical Stories

Abstract

Grounded in the framework of funds of knowledge, this study examines the lived experiences of immigrant women of color and their diverse pathways to become teachers. Within and against the changing landscape of early childhood education for raising teacher quality, I reflect on their stories to investigate the questions around becoming “high quality” teachers in light of growing super-diversity among children. Findings demonstrate that immigrant women of color enter teaching with unique and valuable life experiences and with the hope, motivation, and passion to make positive impacts for children and families. Implications point toward looking beyond the rigid and standardized pathways; rather reimagining teacher recruitment/retention/education by establishing partnerships between local schools and university programs to develop and support non-traditional teachers.

Author

• Seung Eun McDevitt, St. John's University