Induction and Human Resource Development. Latinx Teachers: Platicas and Possibilities

• In Event: AERA Teachers of Color Handbook Session 1

Abstract

It is recognized that the participation of Latinx teachers in K-12 education benefits all students, especially students of color (SOCs) (Griffin, 2018; Quiocho & Rios, 2000). The types of teaching, professional development, and mentorship experiences available during student teaching and induction years are key to retention in the profession (Howe, 2006). This paper examines Latinx bilingual teachers’ experiences that reflect their commitments to linguistic and cultural diversity while paradoxically having to sustain school policies continuing to marginalize communities of color (Flores, 2017; Viesca, 2013). In the project Latina teachers (preservice, induction, and experienced bilingual teachers) share in and theorize about their experiences and practices in cross-generational pláticas where the voices and perspectives of bilingual Latina teachers is primary in analysis.

Authors

• Maria E. Franquiz, University of Texas Austin

• Cinthia S. Salinas, The University of Texas at Austin