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

• In Event: AERA Teachers of Color Handbook Session 2

Abstract

This qualitive case study documents the trajectory of 10 Latinx teachers as they navigate the rugged landscape from student teaching, induction, early career and mid-career development, to decisions about staying in the profession. Participants are deeply rooted in their communities of practice, having graduated from local schools. They are bound by having attended a predominately White university as part of a unique teacher recruitment and preparation program. This chapter explores how teachers were perceived, received, and nurtured towards staying in their schools and the profession. Data were collected through an open-ended survey and participant interviews. Insights gained illuminate factors that influence TOC decisions regarding pathways toward achieving the shared goal of dismantling systems of oppression for their students and themselves.

Authors

• Socorro Herrera, Kansas State University

• Kevin G. Murry, Kansas State University

• Melissa Ann Holmes, Kansas State University