In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.

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Background/Context In this article, we explore the life histories of two Latino/a prospective elementary teachers in a large Midwestern university; examine their knowledge, strengths, and needs as teachers; and consider how teacher educators might capitalize on these. We explore how these prospective teachers’ prior family, home, K–12 schooling, and university experiences have forged their identities and affected how they think about campus peers and classroom colleagues, and their obligations to their students. Research Questions In analyzing these life histories, we ask: What knowledge, strengths, and needs do Latino/a teacher candidates bring to campus when enrolling in teacher education, and how do prospective teachers negotiate these? What implications do Latino/a teacher candidates’ experiences have for teacher educators? Conclusions and Recommendations Our findings suggest that teacher educators turn their attention to five dimensions of teacher education: whom we hire as teacher educators, how we model classroom pedagogy for students, how we help all prospective teachers excavate their identities, how prospective teachers’ language skills and cultural backgrounds are taken into account on campus and in school experiences, and how we deploy experiences with various cultural communities for prospective teachers. Whom we hire as teacher educators is significant because the course content, assignments presented to students, and ways that they take into account the concerns of all students are related to the identity and experiences of the teacher educator. Modeling classroom practices that honor prospective teachers’ prior knowledge, experiences, and questions is significant because how they are taught paves the way for what possibilities they see for including all students in their future classrooms. Our analyses also suggest that all teacher candidates require careful reflection on their identities and standpoints, and what these mean for their interactions with and understandings of the viewpoints of peers, colleagues, families, and students. We also encourage teacher education programs to take into account prospective teachers’ language and cultural knowledge when placing students in classrooms and devising assignments for their teaching. Further, we encourage community experiences for all teachers that include interactions with families of different heritage and social class backgrounds so that they might develop more and deeper understandings of various families and communities.

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