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

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.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

Texas A&M University

Year dc:date.issued

2025

Author dc:creator

• Gonzalez, Roberto Andres 1991-

Advisor dc:contributor.advisor

• Williams, John

Committee members dc:contributor.committeemember

• Ponjuan, Luis
• Viruru, Radhika

• Education, Curriculum and Instruction

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/1969.1/1600623

OAI record oai:identifier

https://oaktrust.library.tamu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aoaktrust.library.tamu.edu%3A1969.1%2F1600623