Social Identity Matters: Lived Experiences of Latina Teachers in Public Schools Employing Predominantly White Educators

• In Event: Topics on Gender and Women in Social Justice Leadership

Abstract

School populations are shifting in the United States, with Latina/o students constituting a large percentage, particularly in certain regions. However, Latina/o teacher representation within schools generally remains disproportionately low. This qualitative phenomenological study examined the lived experiences of six Latina elementary school teachers purposively sampled in a district within the Pacific Northwest, USA, that employed predominantly White educators yet served a diverse student population comprised of significant numbers of Latina/o students. Research questions examined how Latina teachers viewed their social identities in their workplace, perceived enablers or barriers to personal and professional thriving, and leadership actions to empower Latina educators for fulfilling careers. Fourteen themes emerged that illuminate recommendations for recruiting/developing/retaining Latina educators by considering their unique ethnic social identities.

Authors

• Oksana Rzhiskiy, Renton School District

• Laurie Stevahn, Seattle University