Refining Teacher Education Pathways From Community College to the University

• In Event: AERA Roundtable Sunday 7:45 am
  In Roundtable Session: Strengthening Latine Bilingual Teaching Pathways Through Inter-Institutional Partnerships: Lessons From a Federally Funded HSI Grant

Abstract

Objectives
The purpose of this study is to explore the ways in which institutional agents, peers, and family members contribute to the academic and interpersonal self-validation of future Latine bilingual teachers (FLBT) who begin their higher education journey in community college and transfer to universities. With a growing need for and simultaneous backlash against culturally and linguistically diverse teachers in public schools, this GP takes a holistic approach to developing mostly non-traditional college students/FLBT into culturally and linguistically affirming teachers.

Theoretical framework
This phenomenological study was conducted through a social constructivist lens utilizing the six elements of Rendon’s (1994) validation theory to explore the ways in which FLBTs supported by the GP navigated higher education and grew academically and interpersonally during their time in community college. Additionally, it draws on concepts and practices set forth by Yosso’s (2005) cultural wealth model, Garcia’s (2019) servingness in HSIs, funds of knowledge (Moll et al.,1992), and cultural and academic third spaces (Bhabha 1994; Gutiérrez et al., 1995).

Methodology
The study involved two forms of data collection. First, semistructured interviews were conducted with eight FLBT of the GP who had transferred from the community college and into the university but who had not yet completed their bachelor’s degrees. Second, 21 documents from the GP were analyzed to gain greater understanding of how the GP supported FLBT, and to triangulate data gathered during the interview process.

Data sources and materials
Data comes from two sources: semistructured interviews with eight FLBT who transferred into the university after completing lower-division coursework and transferring from a local community college. The 21 GP documents include sources related to recruitment, outreach, and conferences.

Results
Data analysis revealed seven themes that explore (a) academic and interpersonal effects of GP leaders, (b) academic and interpersonal effects of institutions, (c) the impact of GP activities, (d) development of relationships with other GP members, (e) influence of family and non-GP peers, (f) ongoing development of self-validation, and (g) development as a student and FLBT. Findings from these data suggest that positive interactions with family and peers, academic and interpersonal interactions with GP leaders and other institutional agents, and participation in purposeful and culturally-relevant GP activities have a positive impact on the development of a sense of commitment and motivation to complete a bilingual teaching program.

Significance of the findings
Cuts to funding and services that support migrant student education, rural and low income schools, language acquisition programs, and student support and academic achievement (USDOE, 2025) will disproportionately result in widening academic achievement gaps for multilingual learners. Having bilingual Latine teachers who will bring linguistic and culturally responsive practices into classrooms where students already need additional support at a time when support programs are being cut will be essential for the success of students who benefit from bilingual and English language acquisition programs.

Author

• Michael Wickert, Southwestern College