Abstract
Bilingual Latino students engage multiple languages, cultures and environments as they pursue educational and professional goals. For this underrepresented group, pursuing a post-secondary degree is a “ lucha ” (fight) to negotiate the complex interplay of historical, educational, and cultural variables and achieve academic success. Because Bilingual Latino teacher success is incumbent upon successfully negotiating and overcoming linguistic, cultural and educational challenges, examination of problem solving and goal setting is necessary to provide insight into the types of barriers and facilitators that this group experiences and the ways in which they overcome obstacles. An in-depth case study of three bilingual teacher candidates illustrates the use of the LIBRE problem-solving tool as a culturally responsive activity involving a sequence of problem identification, analysis, solution generation, and evaluation to facilitate problem resolution. The case studies examined herein illuminate self-reported social-cultural contextual challenges, solutions, goals, and engagement through explicit problem solving and shows the primacy of familia and cultura in these women’s lives, problem-solving, and decision making. Implications for teacher educators and bilingual Latino teacher candidates are discussed.
Highlights
When Alicia, a first-generation college student decided to return to school full-time for a bachelor’s degree in bilingual education, she expected it to be a challenge
Framed within social cognitive theory and a sociocultural problem-solving paradigm, this study provides a snapshot of three Latina bilingual teacher candidates as they pursue personal and professional goals described in terms of their challenges and plans to illustrate how effective problem solving can aid in the development of teaching efficacy and professional and identity development
As problem solving is recognized as one of the important cognitive processes, the current study sought to examine the types of problems and resolution plans bilingual teacher candidates reported as a first step toward identifying effective problem solving characteristics
Summary
When Alicia, a first-generation college student decided to return to school full-time for a bachelor’s degree in bilingual education, she expected it to be a challenge. She felt confident in her current food service position; she was well versed in English and Spanish, yet when considering college life, she was uncertain where she would fit in as a non-traditional and Latina student. Alicia reported having little time for family and friends and no time for self Despite these challenges, Alicia anticipates graduating at the end of the summer and is confident that she will be a great bilingual education teacher and role model
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