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Latina TeachersCreating Careers and Guarding Culture$
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Glenda M. Flores

Print publication date: 2017

Print ISBN-13: 9781479839070

Published to NYU Press Scholarship Online: January 2018

DOI: 10.18574/nyu/9781479839070.001.0001

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PRINTED FROM NYU Press SCHOLARSHIP ONLINE (www.nyu.universitypressscholarship.com). (c) Copyright University of NYU Press Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in NYSO for personal use.date: 19 February 2020

Conclusion and Epilogue

Conclusion and Epilogue

The New U.S. Teaching Profession

(p.188) Conclusion and Epilogue
Latina Teachers

Glenda M. Flores

NYU Press

The book concludes with a summary of its main contributions. This workplace ethnography provides the reader with a gendered account of the racial dynamics in multiracial schools and finds that there are larger racial/ethnic stereotypes and hierarchies that emerge among racial/ethnic minority groups in the white-collar world and professions. The Conclusion explains that Latina teachers heavily guard Latino culture in schools and become ethnic mobility agents to deflect racism against their Latino students, but there is a cost to some students, especially African American children and those Latino students who do not fit the mold of deserving aid. While structural racism influences their jobs, culture is a vehicle to promote educational success. It describes whether Chicana/Latina cultural pedagogies can be learned and implemented by non-Latina teachers and ends with a discussion of the possible negative repercussions of Chicana/Latina cultural pedagogies in multiethnic metropolitan regions across the nation as Latino families settle in new immigrant gateways. It also provides policy implications for educational reform for students who attend schools in multiracial spaces.

Keywords:   policy, implications, guard, gender, reform, non-Latina, costs, stereotypes, repercussions, minority groups

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