ERIC Number: ED452153
Record Type: Non-Journal
Publication Date: 2001-Jan-15
Reference Count: N/A
Negotiating Higher Education: Latina Teachers' Memories of Striving for Success. CIERA Report.
Walker, Nancy T.; MacGillivray, Laurie; Aguilar, Jill A.
Thirteen Latina teachers were interviewed regarding their memories of and experiences with getting into college and getting degrees in education. Data came from the second phase of a 2-year study. In the first phase, researchers examined teachers' early childhood reading experiences. This study used individual interviews and focus groups to explore how respondents decided to go to college, the reaction of family and peers, sources of encouragement, barriers, the application process, and academic and social situations. Results indicated that respondents often encountered rigid gender, ethnic, and cultural expectations in their quest for higher education as well as a lack of institutional support in their university settings. They received support in overcoming challenges from high school instructors, home-school coordinators, college friends, family friends, and siblings. All respondents viewed college as critical to personal and professional success. Although respondents faced resistance from the university, they found support and friendship within the university's Latino culture. (Contains 29 references.) (SM)
Descriptors: College Applicants, College Bound Students, Cultural Influences, Elementary Secondary Education, Ethnic Bias, Females, Higher Education, Hispanic Americans, Preservice Teacher Education, Sex Bias, Teacher Attitudes, Teachers, Women Faculty
Center for the Improvement of Early Reading Achievement, University of Michigan School of Education, 610 East University Avenue, Room 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229; e-mail: firstname.lastname@example.org; Web site: http://www.ciera.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.