Culture, Connection and Cariño: Mexican Heritage Students Describe Characteristics of Effective Teachers

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Abstract

Few would argue that teacher quality is one of the most significant contributors to students’ academic success (Burroughs, et al., 2019; Darling-Hammond, 2020) yet defining teacher quality is often left to researchers who frame teacher effectiveness within a White, middle-class perspective and measured with students’ standardized test scores. Because the relationships between measures of teacher effectiveness and student outcomes are inconsistent (Burroughs et al., 2019), it is problematic to place emphasis on test scores. Further, teachers who work with marginalized student populations frequently receive lower effectiveness scores.

Objectives
At the heart of effective teaching is how well students learn. Despite a wealth of research, inconsistency, and controversy on how to define and measure teacher effectiveness, we know little about how students perceive the characteristics of effective teachers. Given the rapidly growing Latine student population in the U.S. and their historically poor educational outcomes, it makes good sense to learn directly from them regarding their perspectives on the characteristics of effective teachers.

This qualitative study is guided by the following research question, How do Mexican heritage high school students enrolled in a GYO program describe characteristics of effective teachers? A descriptive qualitative design was appropriate for the current study as it enables the researcher to explore experiences, opinions, and perceptions (Creswell, 2002).

Data Sources and Analysis
Student essays from 81 self-identifying Mexican heritage high school students were analyzed using a thematic analysis approach (Braun & Clarke, 2006). Student participants were enrolled in a high school GYO teacher program located in urban, suburban, and rural high schools throughout one western state. In essay format, students were asked to reflect on the characteristics of effective teachers. Data were collected over a 3-year period.

Findings
Results identify the characteristics of effective teachers that Mexican heritage students value as being most important for their learning and for creating a safe space for them and others to learn. A few if the major themes identified include:
• Culture - Understanding students’ culture and language
• Cariño - Authentic caring for their students
• Connection- Being able to connect with students on a deep level

Scholarly Significance
Although there is lack of agreement in the literature regarding the characteristics of effective teachers, the student participants in this study were clear and consistent. It is students’ voices that need to be heard. This is especially true for students from historically marginalized populations. Given the rapidly growing Latine student population, coupled with their poor educational outcomes, this study gives voice to an important segment of the student population on what they state they need from their teachers in order to be more successful in school settings.

Connection to AERA Conference Theme
As we contemplate educational research and propose actions for remedy and repair, we must center the voices of the individuals most impacted. In this study, students’ voices were loud and clear. The characteristics they value as essential in determining teacher effectiveness overlaps with and sometimes differs from how teacher effectiveness is defined in the recent discourse on effective teaching.

Author

• Margarita Bianco, University of Colorado - Denver