Two Latina Teachers: Culture, Success, Higher Education

This phenomenological case study focuses on an examination of Latina immigrants' perspectives on their graduate-level teacher education experiences and their motivation to succeed in higher education. Two core theories; critical consciousness and resilience and seven domains; social class, immi...

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Bibliographic Details
Published in:Taboo (New York, N.Y.) N.Y.), 2016-04, Vol.15 (1), p.61
Main Authors: Fregeau, Laureen, Leier, Robert
Format: Article
Language:English
Subjects:
Attitudes
Children & youth
Employment
Equal Education
Families & family life
Graduate students
Higher education
Hispanic students
Immigrant students
Immigrants
Learning
Noncitizens
Parent Participation
Parents & parenting
Politics
Preservice Teacher Education
Preservice Teachers
Racism
Religion
Sexism
Social classes
Stereotypes
Success
Teacher education
Teaching
Urban schools
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Summary:This phenomenological case study focuses on an examination of Latina immigrants' perspectives on their graduate-level teacher education experiences and their motivation to succeed in higher education. Two core theories; critical consciousness and resilience and seven domains; social class, immigrant status, gender, ethnicity, education, religion/spirituality, and political issues emerged from semi-structured interviews and participant observation. Critical consciousness and resiliency developed in response to childhood poverty, sexism, and racism, and may be the foundation of their commitment to higher education.
ISSN:1080-5400
2164-7399