Identity and Career Choice among Mexican American and Euro-American Preservice Bilingual Teachers

Abstract

This article discusses an investigation that explored the relationship between the ethnic identity and career choice of Mexican American and Euro-American Spanish bilingual teaching candidates. In-depth interviews with 6 Mexican American and Euro-American preservice bilingual teaching candidates respectively were analyzed to determine their reference group orientation, affiliative identity, and rationale for becoming a bilingual teacher. Mexican American bilingual teaching candidates indicated a strong reference group orientation and affiliative identity toward Mexican culture, whereas their Euro-American counterparts indicated a diffused reference group orientation toward Mexican culture. Mexican American bilingual teaching candidates also indicated biculturalism and serving as role models for Latino children as being important reasons for becoming bilingual teachers. Euro-American teaching candidates did not see themselves as role models for Latino children. Instead, they indicated various other reasons for becoming a bilingual teacher.

Diversifying the Teaching Force: An Examination of Major Arguments

“…In separate investigations, teacher candidates of color reported that serving as a role model for students of color was the primary reason for their wanting to teach (Guyton et al 1996;Jones et al 1999). More recently, Ochoa (2007) found that serving as a role model for Latino students was of central importance to Latino teachers.…”

Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education

“…Within the larger context of studies on preservice teacher education, however, there is an emergent body of research that aims to amplify the voices of racial and linguistic minority preservice teachers (for examples, see Arce, 2004;Burant, 1999;Clark & Flores, 2001;Galindo, 1996;Guerrero, 2003;Jones, Young, & Rodríguez, 1999;Kornfeld, 1999;Meacham, 2000;Pailliotet, 1997;Sheets & Chew, 2002;Tellez, 1999;Zitlow & DeCoker, 1994). A common thread among these studies is the apparent mismatch between the student's own culture and that of the academic institution.…”

Academy for Teacher Excellence: Maximizing Synergy Among Partners for Promoting College Access for Latino Teacher Candidates

“…As future teachers, they see themselves as maintaining the language and culture of their affinity group. Further, these Latino aspirant teachers are acutely aware of the function that they will serve as role models for minority students and that they are examples of successful bilingual bicultural individuals (Jones et al 1999). Hence, Latinos choosing teaching as a profession are motivated by a strong commitment to social justice for Latino students (Flores et al 2011).…”

“…Interestingly, Latino undergraduates often choose the teaching career due to their strong ethnic identity and group affinity (Jones et al 1999). As future teachers, they see themselves as maintaining the language and culture of their affinity group.…”