This study examined the narratives of six third-generation Mexican American teachers. The teachers’ range of experience ranged from preservice to 10 years of teaching experience. Central to this research study are the differences that exist among Mexican American teachers in terms of their cultural awareness and teaching practices. The purpose of this study is to make an implication about the degree of differences that exist within Mexican American teacher candidates so that institutions of higher education can use the information regarding generational issues in their teacher preparation programs.
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