Embracing the Potential of Preservice Latino Male Teachers

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Socializing Candidates Into the Field: Fostering Equity Commitments Through Teacher Identity Development

Abstract

Research shows the importance for teachers to possess an awareness of how language, culture, and ethnicity play out in the social construction of identities in classrooms. This awareness also entails understanding how classroom environments can facilitate and/or hinder the construction of students’ racial/ethnic identities, gender identities, and socioeconomic status. We cannot underestimate the importance of the connection between how teachers understand the relationships between their racial/ethnic identities and those of the children they teach as well as how teachers understand how these relationships impact students’ visions of their own futures. To explore these issues, this study explores the varying perspectives and lived experiences of male Latino pre-service teachers, including how they see their potential to serve an increasingly diverse student population.

Authors

• Victoria Bisceglia

• Yue Sum Sharon Lai, Montclair State University

• Jeremy N. Price, Montclair State University

• Donna Volpe, Montclair State University