Hispanic-Serving Institution Scholars and Administrators on Improving Latina/Latino/Latinx/Hispanic Teacher Pipelines: Critical Junctures along Career Pathways

Caroline S.  Turner; Pedro X.  Cosmé; Laura Dinehart; Raquel Martí; David  McDonald; Martin Ramirez; Lester Sandres Rápalo; Juan Zamora

doi:10.24974/amae.11.3.369

Caroline S. Turner California State University, Sacramento
Pedro X. Cosmé Union County College
Laura Dinehart Florida International University
Raquel Martí UPR-Carolina
David McDonald Western Oregon University
Martin Ramirez Sacramento City Unified School District
Lester Sandres Rápalo Union County College
Juan Zamora Butte County Office of Education

DOI: https://doi.org/10.24974/amae.11.3.369

Abstract

This article emerges from the collaborative work of Hispanic-Serving Institution (HSI) scholars and administrators. From their perspectives as acting HSI leaders, the authors examine research/programs/ practices [relevant to their institutions] pertaining to attracting, preparing, employing, and retaining Latina/o/x/Hispanic teachers. Research and programs noted here identify challenges, facilitators, and recommendations for improving Latina/o/x/Hispanic educational outcomes and for increasing the number of Latina/o/x/Hispanic teachers. Increasing the number of Latina/o/x/Hispanic teachers involves processes that are circular and iterative; encompassing their educational pathways from early schooling experiences to the more advanced stage of the teaching workplace.