The Social Dynamics Channeling Latina College Graduates into the Teaching Profession
The Population, Society and Inequality Series presents
"The Social Dynamics Channeling Latina College Graduates into the Teaching Profession"
with Glenda Flores, Assistant Professor, Department of Chicano/Latino Studies, UCI
May 22, 2012
Social Science Plaza B, Room 4250
Based on interviews with 40 Latina teachers in Southern California, Flores' talk explains why college-educated Latinas, the daughters of working-class Latino immigrant parents, are disproportionately entering the teaching profession. Teaching has traditionally been a white woman’s occupation, but it is now the number one career drawing college-educated Latina women, who are entering the teaching profession at greater rates than African Americans or Asian Americans. While racial uplift, gender and family socialization help explain why college-educated Latinas are going into teaching, Flores argues that particular social dynamics channel Latina college graduates into the teaching profession: scarce financial resources for the pursuit of higher education and the obligation to “give back” in Latino working class families; the feasibility of completing professional preparation and the perception of teaching as an occupation less marked by the class and racial discrimination found in other professions; growing demographic demand for bilingual teachers; and family social networks that lead to school jobs. In her talk, Flores will explain how Latina college graduates navigate their educational and career choices with collective-informed agency and strong obligations to family members. To best understand why Latina/Chicana college graduates are increasingly concentrated in the teaching profession, Flores advocates an intersectionalities approach that takes class and collective-informed agency seriously.
This event is sponsored by the Gender, Work and Family Research Group.
For further information, please contact Sandy Cushman, email@example.com. or 949-824-3344.