Why We Teach: An Examination of Latino Male Perceptions of Teaching

• In Event: Male Teachers of Color and the Remaking of the Teaching Force

Abstract

Following Brown (2009), in this study, we build on existing studies of Black male educators (Lynn, 2000, 2006a, 2006b; Lynn, Johnson, & Hassan, 1999) to broaden research about Latino teachers by drawing on the participants’ narratives to examine their views on teaching, their students, and the influence of race and racism in structuring their work in the classroom. Drawing from the teaching strengths of Latino teachers, this study becomes a learning tool to help us to begin to [re-] imagine and [re-] create public schools and teacher preparation in ways that foster more inclusive and democratic participation and educational experiences and outcomes for Latinxs and all learners.

Authors

• Roberto Montoya, University of Colorado - Denver

• Cleveland Hayes, Indiana University - Purdue University Indianapolis