{"id":{"repo_id":"tamu","oai_identifier":"oai:oaktrust.library.tamu.edu:1969.1/1600623"},"canonical_url":"https://search.dev.ndltd.org/etd/tamu/oai:oaktrust.library.tamu.edu:1969.1/1600623","repository":{"repo_id":"tamu","name":"Texas A&M University","base_url":"https://oaktrust.library.tamu.edu/server/oai/request"},"display":{"title":"Understanding the Disconnect: A Qualitative Study on how Hispanic ELAR Teachers Perceive and Define Success as Arbiters of Academic Identity for 21st Century Hispanic Students","abstract":"The educational landscape for Hispanic students in the 21st century presents significant challenges related to equity and success metrics. This research addressed the incongruity between the definitions of success posited by policymakers and the lived experiences of Hispanic educators. While policymakers typically utilize college-going metrics and Title I criteria to assess student success, this narrow focus leads to cognitive dissonance among students, teachers, administrators, and families regarding effective instructional practices. The study investigated how Hispanic classroom teachers interpret the identities and aspirations of their students, emphasizing the importance of their roles in making informed curriculum choices. It explored how these educators navigated the complexities of \"nepantla\" experiences - transitional phases that shape student identity and learning engagement - within a rapidly shifting educational environment. Specifically, the research examined the following questions: (1) How do Hispanic English Language Arts and Reading (ELAR) teachers conceptualize the identities and aspirations of their students? (2) How do these perceptions influence their curriculum and instructional strategies to promote meaningful engagement and support academic success? and (3) What barriers do these teachers encounter in aligning their practices with the identified needs of their students, particularly concerning cultural relevance and community engagement? This study aimed to illuminate the cultural and pedagogical dynamics inherent in educating Hispanic students and provides insights for policymakers and educational leaders. By centering the voices of Hispanic educators, it sought to enhance understanding and promote effective practices that support the academic aspirations of Hispanic students, ultimately contributing to a more equitable educational experience.","abstract_html":"The educational landscape for Hispanic students in the 21st century presents significant challenges related to equity and success metrics. This research addressed the incongruity between the definitions of success posited by policymakers and the lived experiences of Hispanic educators. While policymakers typically utilize college-going metrics and Title I criteria to assess student success, this narrow focus leads to cognitive dissonance among students, teachers, administrators, and families regarding effective instructional practices. The study investigated how Hispanic classroom teachers interpret the identities and aspirations of their students, emphasizing the importance of their roles in making informed curriculum choices. It explored how these educators navigated the complexities of "nepantla" experiences - transitional phases that shape student identity and learning engagement - within a rapidly shifting educational environment. Specifically, the research examined the following questions: (1) How do Hispanic English Language Arts and Reading (ELAR) teachers conceptualize the identities and aspirations of their students? (2) How do these perceptions influence their curriculum and instructional strategies to promote meaningful engagement and support academic success? and (3) What barriers do these teachers encounter in aligning their practices with the identified needs of their students, particularly concerning cultural relevance and community engagement? This study aimed to illuminate the cultural and pedagogical dynamics inherent in educating Hispanic students and provides insights for policymakers and educational leaders. By centering the voices of Hispanic educators, it sought to enhance understanding and promote effective practices that support the academic aspirations of Hispanic students, ultimately contributing to a more equitable educational experience.","abstract_has_math":false,"creators":["Gonzalez, Roberto Andres 1991-"],"institution":"Texas A&M University","degree_name":"Doctor of Education","degree_level":null,"degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Williams, John"],"committee_chairs":[],"committee_members":["Ponjuan, Luis","Viruru, Radhika"],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-08-21T16:48:40Z","subjects":["Education, Curriculum and Instruction"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/1969.1/1600623","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://oaktrust.library.tamu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aoaktrust.library.tamu.edu%3A1969.1%2F1600623","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Williams, John"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ponjuan, Luis","Viruru, Radhika"]},{"key":"dc:creator","label":"Author","values":["Gonzalez, Roberto Andres 1991-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-05T21:47:59Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas A&M University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1969.1/1600623"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The educational landscape for Hispanic students in the 21st century presents significant challenges related to equity and success metrics. This research addressed the incongruity between the definitions of success posited by policymakers and the lived experiences of Hispanic educators. While policymakers typically utilize college-going metrics and Title I criteria to assess student success, this narrow focus leads to cognitive dissonance among students, teachers, administrators, and families regarding effective instructional practices. The study investigated how Hispanic classroom teachers interpret the identities and aspirations of their students, emphasizing the importance of their roles in making informed curriculum choices. It explored how these educators navigated the complexities of \"nepantla\" experiences - transitional phases that shape student identity and learning engagement - within a rapidly shifting educational environment. Specifically, the research examined the following questions: (1) How do Hispanic English Language Arts and Reading (ELAR) teachers conceptualize the identities and aspirations of their students? (2) How do these perceptions influence their curriculum and instructional strategies to promote meaningful engagement and support academic success? and (3) What barriers do these teachers encounter in aligning their practices with the identified needs of their students, particularly concerning cultural relevance and community engagement? This study aimed to illuminate the cultural and pedagogical dynamics inherent in educating Hispanic students and provides insights for policymakers and educational leaders. By centering the voices of Hispanic educators, it sought to enhance understanding and promote effective practices that support the academic aspirations of Hispanic students, ultimately contributing to a more equitable educational experience."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Understanding the Disconnect: A Qualitative Study on how Hispanic ELAR Teachers Perceive and Define Success as Arbiters of Academic Identity for 21st Century Hispanic Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Williams, John"],"dc:contributor.committeemember":["Ponjuan, Luis","Viruru, Radhika"],"dc:creator":["Gonzalez, Roberto Andres 1991-"],"dc:date.accessioned":["2026-03-05T21:47:59Z"],"dc:date.issued":["2025-12"],"dc:description.abstract":["The educational landscape for Hispanic students in the 21st century presents significant challenges related to equity and success metrics. 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