Teaching Across the Demographic Divide With Latinx Texts on Immigration

Introduction

The population of Latinx¹ students in U.S. public schools is exponentially growing. According to the National Council for Educational Statistics (2020) in 2017, 27% of all k-12 public school students were Hispanic. In comparison, 79% of public-school teachers were white and non-Hispanic with only 9% of teachers identifying as Hispanic (Spiegelman, 2020; The Condition of Education, 2020). Thus, the majority of teachers tasked with teaching Latinx students, many of whom are Students of Color, come from different cultural backgrounds from their students. This is the “demographic divide” often described by critical education researchers that has direct implications for teacher preparation programs (Aaronson & Meyers, 2020, p.2). This divide is consequential because it is often a challenge to think outside of one’s own bias in order to facilitate content and discourse around topics that aren’t a part of one’s life. Teacher identity, including one’s cultural identity, affects an educator’s worldview, purposes for teaching, and instructional decisions (Cochran-Smith, 2010; Pugach et al., 2019)

For example, if a white teacher grew up as a citizen of the United States and did not have to worry about being suddenly removed from their surroundings after struggling to emigrate, they would not have the same level of understanding as a Latinx immigrant from another country. However, it should also be said that just because a teacher shares the same cultural heritage as their students doesn’t mean that they are effective in working with them (Villegas & Irvine, 2010). A Latinx teacher born in the United States, but has never experienced what it was like to emigrate from another country, also doesn't experientially know the weight of making a better life for their family amidst myriad hurdles unique to a first-generation immigrant. True, the teacher may have family members that have experienced this, but their experience may be markedly different due to varying U.S. immigration policies over history in addition to not having direct experience of their own. Both of these examples (and more) may reveal a combination of disconnect, obtuseness, and/or angst as literacy teachers attempt to approach the topic and themes of immigration. While positive intent should be assumed, often even the most well-meaning teachers (both white and Teachers of Color) are not prepared to plan and facilitate standards-based lessons using culturally relevant and sustaining pedagogy around these topics (Ladson-Billings, 2014). Pre-service teachers not only have to learn how to teach but become familiar with content and effective supports for diverse student populations (Mkandawire et al., 2018).