Abstract
The disparity in racial and ethnic identity between students and teachers highlights the need for successful Latina/os to enter the teaching profession. This study aimed toward understanding the effects of schooling for successful Latina/os. Five beginning bilingual and biliterate Latina teachers were interviewed multiple times regarding their schooling experiences. Our analyses of these data led us to conclude that significant conflicts between home and school discourses were experienced throughout schooling. Participants described strategies of ongoing, sometimes difficult, negotiation between discourses. We contend that dialogue among teachers regarding conflicting discourses can develop critical awareness and systems of mutual support.
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