“The Work Is Personal”: Understanding How Latine High School Educators Navigate and Support Students in Suburban Schools

Abstract

Background:

Researchers have highlighted the interpersonal and structural constraints K–12 Latine educators regularly face in their practice, which often impede their ability to have a more meaningful impact in their daily work. Scholarship also points to the important role they play in supporting their Latine students. Yet, most of what is known about Latine educators is based on research in urban schools. Less is known about how Latine educators navigate and work to support Latine students in the context of suburban schools.

Research Questions:

This study was guided by the following questions: (1) How do Latine high school educators make sense of their work experiences in suburban schools? (2) How do Latine high school educators make sense of their efforts to support Latine students in and out of the classroom? (3) How do Latine high school educators employ their cultural and linguistic identities to foster belonging for Latine students in and out of their classrooms?

Research Design:

This qualitative study entails semistructured interviews with 11 Latine high school educators working in different schools located in different suburban communities outside of Chicago, Illinois. Analysis entailed the use of critical race theory (CRT) to examine participants’ journey to suburban schools, professional support networks, efforts to support Latine students in their daily practice, and how their cultural and linguistic identities shape their practice.

Conclusions:

Findings focus on how Latine educators’ experiences alongside their cultural and linguistic identities shape their justice-oriented practices toward Latine students. Although participants spoke about feeling supported and respected, they also were troubled by the support they received. They felt pigeonholed and struggled to develop boundaries as they felt a sense of obligación (obligation) to serve the needs of their Latine students. Finally, Latine educators’ efforts to support their Latine students reflected how they employed their schooling experiences and identities to facilitate conexiones (connections) and to create spaces that worked to affirm their students.