A narrative inquiry into the underrepresentation of Latiné teachers

Yadira J. Kim

doi:10.17918/00011493

The underrepresentation of Latiné individuals within the field of education continues to contribute to a lack of teacher diversity in K-12 schools across the United States. While existing research has examined barriers affecting Latiné students in higher education, less attention has been given to the personal, cultural, familial, and systemic factors that influence Latiné individuals to pursue careers in education, as well as the systemic challenges encountered throughout their educational and professional pathways. The purpose of this qualitative study was to explore the lived experiences, motivations, and pathways of Latiné educators in order to better understand the factors that shape their entry into the teaching profession, recognizing that increasing the representation of Latiné educators is essential not only for addressing persistent disparities in teacher diversity, but also for fostering culturally responsive and identity-affirming learning environments that benefit all students. Grounded in Yosso's (2005) Community Cultural Wealth (CCW) framework and with findings interpreted through a Latino Critical Race Theory (LatCrit) lens, this study utilized a narrative inquiry design to examine participants' stories and experiences. Data was collected through semi-structured interviews with Latiné educators currently teaching in New York. Data analysis involved multiple cycles of coding to identify patterns, themes, and recurring experiences across participant narratives. Findings revealed that participants' pathways into teaching were shaped by the interplay of personal, familial, cultural, and institutional influences. Three major themes emerged from the data: (a) teaching as a pathway toward stability, mobility, and purpose; (b) navigating educational systems through support, mentorship, and representation; and (c) shared identity, advocacy, and the racialized experiences of Latiné educators. Participants frequently described family expectations, immigrant sacrifice, financial stability, and commitments to community as influential factors in their educational and professional decision-making. Mentorship, representation, and relationships emerged as critical sources of support that fostered belonging, persistence, and access to educational opportunities. Participants also emphasized the importance of shared cultural experiences in building relationships with students and serving as advocates within schools. Collectively, the findings reveal how Latiné educators navigated systemic barriers while drawing upon diverse forms of community cultural wealth, highlighting the interconnected roles of identity, culture, relationships, and lived experiences in shaping pathways into the teaching profession and fostering more equitable and culturally responsive educational spaces. This study contributes to existing scholarship by centering the voices and experiential knowledge of Latiné educators and by illuminating how cultural assets, mentorship, representation, and systemic structures collectively shape pathways into the teaching profession. The findings offer implications for teacher recruitment, preparation programs, institutional support systems, and broader efforts to strengthen educator diversity and cultivate more equitable and culturally responsive educational environments within K-12 schools. Key words: Latino/a Educators, teachers, K-12 Education, teacher diversity, mentorship, representation, Community Cultural Wealth, LatCrit, career pathways, educational pathways, culturally responsive education, educational equity.

A narrative inquiry into the underrepresentation of Latiné teachers

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A narrative inquiry into the underrepresentation of Latiné teachers

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