Intertwined: An Ethnographic Portrait of Student-Parent Preservice Teachers at a Hispanic-Serving Institution

• In Event: Latinx Teacher From and for Diverse Communities and Contexts

Abstract

Teacher preparation in Hispanic Serving Institutions provides a unique vantage point from which to consider efforts to attract, support, and retain teachers from minoritized populations. Neo-traditional students share the ethnic and linguistic (amongst other) characteristics of increasingly diverse communities’ stakeholders. Student-parents are one sub-group of this population that has garnered little attention in teacher preparation research. This paper presents an ethnographic case of undergraduate student-parents studying education at Rancho State, an HSI in a metropolitan city in Southern California. Thick descriptions illuminate student-parents’ cultural practices, unveiling opportunities for responsive teaching and learning. Findings illustrate student-parents’ intertwined identities and familial capital and shed light on opportunities for culturally sustaining practices that may enhance recruitment and retainment of teachers of color.

Authors

• Jennifer Stacy, California State University - Dominguez Hills

• Jodi Aguilar, University of Illinois at Chicago

• Elide Grande, California State University - Dominguez Hills