Learning from Latinx Teachers: Cultivating Belonging for Latinx Students in Suburban Schools

• In Event: Embracing the Power of Latinx Educators: Understanding How Identity, Culture, and Experience Shape Daily Practice

Abstract

Purpose:
Research points to the benefits Latinx students receive by having Latinx educators in their lives (see, for example, Bristol & Martin-Fernandez, 2019; Flores, 2017; Franquíz & Salinas, 2022). Yet, despite successful efforts to increase the number of Latinx educators, they remain underrepresented amid a time when Latinx students are transforming the demographic landscape of schools across the U.S. (Ingersoll et al., 2022). Much of what is known about Latinx educators is based on research in urban schools that points to their experiences working in under-resourced and racially hostile work environments (see for example, Author, 2023; Burciaga & Kohli, 2018; Kohli, 2021). This qualitative study builds upon existing literature by widening the focus to include Latinx educators working in suburban schools by examining the interplay between Latinx educators' identities and work experiences and how they shape their efforts to support Latinx students in and out of the classroom. More specifically, this study asks: How do Latinx educators make sense of their efforts to support Latinx students in and out of the classroom? 2. How do Latinx educators employ their cultural and linguistic identities to foster belonging for Latinx students in and out of the classroom?

Theoretical & Methodological Approach:
In working to center the experiences of suburban Latinx educators, this study weaves theory and method together through storying (Kinloch & San Pedro, 2014). Storying centers “stories as the central unit of analysis” (Coles, 2023) and is premised on rejecting traditional interview practices that “extract” information from participants in favor of what humanizing research scholars call the “dialogical spiral” (San Pedro, 2013). Storying requires researchers to practice critical listening as they make meaning of the ways participants narrate their lived experiences.

Data Collection & Analysis:
Semi-structured interviews with 11 (9 female & 2 male) suburban high school educators took place during Spring-Summer 2024. Interviews took place online via Zoom and in person. Interviews were audio-recorded and lasted an average of 90 minutes. Interview questions focused on participants’ experiences as Latinx educators in suburban schools, support networks, the role of their Latinx identities in shaping practice, as well as their advocacy work with Latinx students. Using ATLAS.ti, data analysis entailed four rounds of inducting and deductive thematic coding. Reflective memos were constructed to help revise and make sense of the data.

Results & Significance: This study consists of three findings. The first highlights how Latinx educators’ marginalizing experiences as students in K-12 schools alongside their cultural and linguistic upbringing shaped their justice-oriented practices. In turn, Latinx educators employ a repertoire of experiences and identities to affirm, empower, and foster a sense of belonging for Latinx students in and out of the classroom (e.g., after-school clubs). While participants largely spoke about feeling supported and respected, participants also troubled the support they received. Participants felt pigeonholed by their mainly white colleagues who deferred to them to advocate and sponsor after school initiatives for students. Recognizing this reality, Latinx educators struggled to create boundaries for themselves because of their sense of obligation to Latinx students.

Authors

• Gabriel Rodriguez, University of Illinois at Urbana-Champaign

• Marisol Jimenez, University of Illinois at Urbana-Champaign