New teachers face complex cultural challenges '“ the stories of 3 Latina teachers in their toughest moments

(The Conversation is an independent and nonprofit source of news, analysis and commentary from academic experts.) Teresa Sosa, IUPUI (THE CONVERSATION) Gun control. Hallway decorations. Hairstyles. Those aren’t the things I expected to be stumbling blocks for three Latina educators that I helped prepare to become schoolteachers in recent years. But each situation came up in their classroom or in the course of their jobs at various elementary and middle schools in the state of Indiana, where I teach. Their situations are indicative of a time in our society when we are called to more closely pay attention to issues of racism and social justice. I’m tracking these former students ‘” along with three others ‘” as part of a study I am doing on the first-year experiences of Latina teachers. As an educator who helps prepare future school teachers, I believe these experiences help shine light on some of the expectations that students, parents and school administrators might sometimes have of classroom teachers. Conversely, my research also shows some of the culturally dicey situations that schoolteachers may have to navigate once they get a classroom of their own. On a broader level, my research shows the complex interactions that can take place within schools with student bodies that are becoming increasingly diverse. With that in mind, here are three examples based on the experiences of three former students of mine in their first year of teaching. All names in the following examples are pseudonyms. Gun control When Ms. Raymond, a sixth grade social studies teacher, discussed the Second Amendment, Mary, a white female student, expressed her view that Democrats wanted to take everyone’s guns away and that people needed guns in their home for protection. Ms. Raymond clarified that some people want to see laws passed that make guns less accessible. That same day, Mary’s parents reached out to Ms. Raymond and insisted she meet with them in person. After Ms. Raymond refused to meet in person due to COVID-19 restrictions and her own sense of safety, the parents refused to meet via Zoom or discuss it over the telephone and instead explained their concerns via a messaging app the school uses for teachers and parents to communicate. Mary’s parents claimed in their messages to Ms. Raymond that Mary felt Ms. Raymond is biased against her opinions and prevents her from stating them by not calling on her. They said Ms. Raymond should allow all students to speak their opinions, even if she doesn’t agree with them, which Ms. Raymond believes she does. They also insisted Ms. Raymond not speak to their child individually because she feels ‘œthreatened’� by Ms. Raymond. They asked that the homeroom teacher, a white male teacher, be present during any further one-on-one interactions with Mary. The principal agreed that the student should be accommodated in order to make her feel more comfortable. Ms. Raymond believes this is a move to undermine her position as a teacher. It also serves to uphold the stereotype of Latinas as being loud, hot-tempered and volatile, as indicated in the suggestion that she made the student feel ‘œthreatened.’� Hallway decorations Ms. Sanchez teaches in a school district where the dual language program is prominently featured on the district’s website. And with good reason. The teachers in this program have gone above and beyond to make the students feel welcomed and part of the school community.