Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition

This qualitative study examines the perspectives of high school– and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured intervi...

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Bibliographic Details
Published in:NASSP bulletin 2014-09, Vol.98 (3), p.198-218
Main Authors: Treviño, Anna, Hite, Julie M., Hallam, Pamela R., Ferrin, Scott E.
Format: Article
Language:English
Subjects:
Academic Aspiration
Alternative Teacher Certification
Barriers
Career Choice
College Environment
College Students
Cultural Awareness
Cultural Background
Cultural Differences
Diversity (Faculty)
Dropouts
Educational Attainment
Educational Objectives
Elementary Secondary Education
Field Experience Programs
Goal Orientation
High School Students
Higher Education
Hispanic American Students
Mentors
Migrant Problems
Migrant Programs
Minority Group Students
Minority Group Teachers
Minority Groups
Multicultural Education
Occupational Aspiration
Outreach Programs
Performance Factors
Public Schools
Qualitative Research
Recruitment
Role Models
School districts
Secondary school students
Semi Structured Interviews
Student Educational Objectives
Student Surveys
Teacher Influence
Teacher Recruitment
Teachers
Teaching
Teaching (Occupation)
Utah
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Summary:This qualitative study examines the perspectives of high school– and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured interviews, this study identified themes regarding the program and its instructors, including their influence on the participants’ plans to continue in higher education toward education-related careers. Findings point to the importance of the mentoring framework of Crisp and Cruz as well as cultural responsiveness in mentoring relationships for Latino students in the transition from high school to college.
ISSN:0192-6365
1930-1405
DOI:10.1177/0192636514549887