Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators

Amanda Rodriguez Morales, M. Gail Shroyer


This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.


Latino/a education, critical race theory, teachers of color, paraeducators, recruitment & retention

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