Learning From and About Los Maestros: Hispanic Male Experiences as Bilingual Educators in Texas

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Advancing Social Justice in Bilingual Education: Different Stakeholders' Perspectives and Experiences (Table 3)

Abstract

The purpose of this study is to examine the lived experiences of bilingual Hispanic male teachers in Texas as it relates to their cultural and linguistic identities. Our research draws on data from the National Hispanic Male Teacher mixed-methods survey, which was piloted in Texas and examined experiences and characteristics of Hispanic male teachers. Our findings present a critical analysis of Hispanic male teachers’ experiences with bilingualism in school environments, especially as they relate to their sense of belonging and relationship with their students and colleagues. Implications are drawn for teacher education programs in helping teacher candidates, especially those who are Hispanic and/or bilingual, to engage critically with their identities, affirm those identities, and acknowledge their linguistic practices.

Authors

• Leslie Uchenna Ekpe, East Texas A&M University

• Nicole K. Weinberg, Texas Christian University

• Steve Daniel Przymus, University of Rhode Island

• Gabriel S. Huddleston, Texas Christian University

• Frank Hernandez, Texas Christian University

• Kathleen Kyzar, Texas Christian University

• Garrison Daly, Texas Christian University

• Lea Lester, Texas Christian University

• Elissa Bryant, Texas Christian University