Challenging Dominant Mindset Ideologies: Transforming Teaching and Learning That Impact Latinx Students
type: CreativeWork
description: Teacher identity poses a central connection to social justice education as researchers call for studies to pay attention to the cultural identities of those teaching in our schools when practices like color blindness are a common practice amongst teachers that keeps racial and social power intact. Despite the overwhelming presence of White teachers nationwide, we must pay attention to the specific needs of Teachers of Color in our classrooms. The assumption is often made that teachers of Color already have the knowledge on how to enact culturally responsive pedagogy. This study investigates the relationship between Critical Race Theory (CRT) and Culturally Sustaining Pedagogy (CSP), with a focus on how Latinx teachers' skills and cultural identity support practices that develop Latinx students' academic success. The study will explore how Latinx teachers can work towards disrupting power structures such as white supremacy ideologies embedded in the normativity of practices in our classrooms. Through analysis of semi-structured interviews and observations, this qualitative study examines and seeks evidence of culturally responsive teaching that includes (a) holding high expectations of students, (b) using students' cultures and experiences to enhance their learning, and (c) providing students with access to effective instruction and adequate resources for learning (Ladson-Billings, 1995; Gay, 2000; Paris & Alim, 2017; Villegas & Lucas, 2002). The study's results hope to inform how Latinx teachers develop their cultural identity when navigating a White dominant culture to transform and shape effective teaching and learning practices for Latinx students.
abstract: Teacher identity poses a central connection to social justice education as researchers call for studies to pay attention to the cultural identities of those teaching in our schools when practices like color blindness are a common practice amongst teachers that keeps racial and social power intact. Despite the overwhelming presence of White teachers nationwide, we must pay attention to the specific needs of Teachers of Color in our classrooms. The assumption is often made that teachers of Color already have the knowledge on how to enact culturally responsive pedagogy. This study investigates the relationship between Critical Race Theory (CRT) and Culturally Sustaining Pedagogy (CSP), with a focus on how Latinx teachers' skills and cultural identity support practices that develop Latinx students' academic success. The study will explore how Latinx teachers can work towards disrupting power structures such as white supremacy ideologies embedded in the normativity of practices in our classrooms. Through analysis of semi-structured interviews and observations, this qualitative study examines and seeks evidence of culturally responsive teaching that includes (a) holding high expectations of students, (b) using students' cultures and experiences to enhance their learning, and (c) providing students with access to effective instruction and adequate resources for learning (Ladson-Billings, 1995; Gay, 2000; Paris & Alim, 2017; Villegas & Lucas, 2002). The study's results hope to inform how Latinx teachers develop their cultural identity when navigating a White dominant culture to transform and shape effective teaching and learning practices for Latinx students.
author: Lopez, Francisco
keywords: social justice education, cultural identity, mindset, Critical Race Theory, Culturally Sustaining Pedagogy, Latinx, Female, Bilingual, Multilingual, and Multicultural Education, Curriculum and Instruction, Education, Elementary Education, Language and Literacy Education
date published: 2025-05-18T07:00:00Z
date modified: 2026-07-24T05:41:55Z
provider: University of San Diego
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of San Diego