Who are Latino prospective teachers and what do they bring to US schools?

Gómez, Mary Louise; Rodriguez, Terri L.; Agosto, Vonzell

doi:10.1080/13613320802291165

Cited by 60 publications

(25 citation statements)

References 17 publications

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“…Men as remedy to the female teacher workforce. Many articles feature analyses of men in elementary teaching contesting hegemonic masculinity and the sexism, racism, and classism implicit in that model, as seen in Gomez, Rodriguez, and Agosto (2008). In this study, three Latino male preservice elementary teachers' experiences reveal their struggles with racism, popular cultural constructions of Latino men, masculinity, and a vocation in teacher education.…”

mentioning

confidence: 82%

“…The complementary research on the women who lurk in the backgrounds of these articles about men is missing. This is not to suggest that Gomez et al (2008) or others should have reported findings on the women in these particular articles, as that was not the purpose of their work. Instead, a complementary body of research on women teachers as gendered workers is needed.…”

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confidence: 91%

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She’s Not There

Galman

Mallozzi

2012

Review of Educational Research

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For this literature review, the authors asked, “What is the role of gender in research about elementary-level women teachers and preservice teachers in the past 15 years, and what have scholars learned about the gendered nature of women’s experiences in elementary-level preservice and in-service teaching in that time?” To be eligible for inclusion, works had to be published during or after 1995, study elementary preservice or practicing women educators, take place in the United States, focus on gender, and be empirical. Of the 54 articles that warranted in-depth investigation, 42 articles were excluded because teachers’ gender was subsumed under other social categories such as K–12 female students or male students and teachers. The majority of the 12 relevant articles employed small participant samples and exploratory approaches and depicted female teachers as struggling with or marginalized in the profession. A minority presented women teachers as reveling in the legacies of teaching. These findings beg for more research on women teachers’ gendered experiences.

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confidence: 82%

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confidence: 91%

She’s Not There

Galman

Mallozzi

2012

Review of Educational Research

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“…Gómez, Rodríguez, and colleagues (Gómez & Rodríguez, 2011;Gómez, Rodríguez, & Agosto, 2008a, 2008bRodríguez & Reis, 2012) found in life history narratives that Latina/o PSTs had commitments to forging family-school connections, a practical consciousness about the need for social justice, and strength in developing personal relationships. At times, White peers and teacher educators in this set of studies did not value such resources, and PSTs felt isolated, at times buying into deficit views of themselves as ELs, at other times countering discourses about their and their students' cultural and language backgrounds.…”

Section: Introductionmentioning

confidence: 94%

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

Athanases

Banes

Wong

2015

Bilingual Research Journal

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“…For example, teachers of color may use personal experience to connect to their students (Ladson-Billings, 1994;Mensah, 2009). Other teachers tailor their teaching to be relevant to students' prior experiences (Brown, 2009;Gomez, Rodriguez, & Agosto, 2008;Wong, 2008). Still other teachers engage in subversive education in order to challenge the notion that students of color are lacking in ability (Achinstein & Ogawa, 2011;Arce, 2004;Farrugio, 2009;Foster, 1997;Frederick & View, 2009).…”

Section: Understanding Teachers' Identities Through the Model Minoritmentioning

confidence: 99%

Teaching for Social Justice: (Post-) Model Minority Moments

Chow¹

2017

Journal of Southeast Asian American Education and Advancement

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Much of the literature on model minority discourse focuses on impacts of this stereotype on students. Though the Asian American teacher population is small, it is useful to consider how this stereotype also affects the work of Asian American teachers, their identities, and their pedagogy. This article examines how two Southeast Asian American teachers envision teaching for social justice. Although it appears that these two teachers are products of the model minority stereotype because they have succeeded educationally, a closer examination of their educational pathways reveals that many obstacles, including poverty and a lack of English fluency, could have easily prevented them from being educationally successful if not for the intervention of their teachers. Analyzing these teachers' narratives allows us to reflect on how the model minority stereotype produces moments of tension for Asian American educators. At the same time, an examination of these teachers' dedication to teaching and mentoring lowincome students of color allows us to imagine a post-model minority moment, where Asian American teachers disrupt the model minority stereotype by working to advance the education of all students of color.

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Who are Latino prospective teachers and what do they bring to US schools?

Cited by 60 publications

References 17 publications

She’s Not There

She’s Not There

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

Teaching for Social Justice: (Post-) Model Minority Moments

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