Abstract
Research has established the connection between the academic success of culturally and linguistically diverse students, and their schools’ ability to recruit and retain teachers that reflect such diversity (Shirrell et al., 2019). Studies have also highlighted the criticality of the students’ home language use as a way to enhance academic growth and develop their sociocultural competence and well-being (Feinauer & Howard, 2014). There is no research, however, addressing the differences between the experiences of Hispanic teachers in bilingual Catholic education compared to those in monolingual English Catholic education. This article highlights the differences captured by a recent study, and discusses the potential lessons learned from these differences— including their connection to the recruitment and retention of Hispanic bilingual teachers. It concludes by proposing meaningful future research, and by offering recommendations to (a) affirm bilingual Hispanic identities and (b) positively impact educators’ career choices and their students’ academic experiences.
DOI
10.15365/joce.2502042022
First Page
65
Last Page
76
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Sada, E., & Ward, K. (2022). Rethinking the Hispanic Teacher Shortage: Dual Language Schools as Identity-Affirming Organizations. Journal of Catholic Education. https://doi.org/10.15365/joce.2502042022
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Catholic Studies Commons, Language and Literacy Education Commons, Other Education Commons, Religious Education Commons, Urban Education Commons
CatholicEdJrnl