Retention. The Trajectory of the Invisible Teacher: Latinx Teachers in Search of Professional Belonging

• In Event: AERA Handbook Session 2

Abstract

"Mounting evidence reaffirms the power of teachers of color (TOCs) to improve schooling outcomes for students of color. Although more teachers of color (TOC) are being recruited to the profession, the rate of increase is nominal and attrition rates remain high. This is especially the case for Latinx, TOCs.
This qualitative case study explored the ways in which Latinx graduates of a differentially structured, university-based, program of preservice education describes their experiences teaching in Predominantly White Institutions. The preparatory program recruited, supported, graduates, and sustained (through networking) Latinx educators. Critical Race Theory (Solorzano, 1998) and Latinx Critical Theory (Valdes, 1998) provided a composite, hermeneutic framework for the research.
Findings surrounded three overarching themes in participant voice. The first involved perceived loss of identity; the second, ways in which Latinex teachers were, effectively, invisible to their colleagues and school leaders; and the third -- emergent, creative, and innovative paths to agency for SOCs and their families.

Authors

• Socorro Herrera, Kansas State University

• Melissa Ann Holmes, Kansas State University

• Kevin G. Murry, Kansas State University