"Es Lo Que Somos”: Overlapping Identities and Resistance in Dual Language Mathematics Professional Development

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Bilingual Teacher Identity, Agency, and Professional Development

Abstract

This study explores how dual language (DL) teachers in a U.S.-Mexico border region construct their professional identities in relation to their students, within school systems that marginalize their linguistic identities. Drawing on Holland et al.’s (1998) theory of figured worlds and Cialdini et al.’s (1997) construct of oneness, the study analyzes focus group data from six DL teachers participating in a six-month, math-focused professional development (PD). Findings highlight how teachers’ shared histories with students shape a strong sense of connection and purpose. Rather than internalizing deficit narratives, participants reframed their roles as sources of strength. This research contributes to growing scholarship on teacher identity and calls for culturally affirming PD that centers bilingual educators as agents of change.

Authors

• Mariana Alvidrez, New Mexico State University

• Lidia Herrera-Rocha, EDVantage Analytics LLC

• Jennifer Osuna, Stanford University