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'The Work Is Personal': Understanding How Latine High School Educators Navigate and Support Students in Suburban Schools

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Title: 'The Work Is Personal': Understanding How Latine High School Educators Navigate and Support Students in Suburban Schools
Language: English
Authors: Gabriel Rodriguez (ORCID 0000-0003-2386-8331), Marisol Jimenez (ORCID 0009-0008-0958-4440), Julissa Carreño
Source: Teachers College Record. 2026 128(4):65-98.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 34
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Elementary School Teachers, Secondary School Teachers, Latin Americans, Suburban Schools, Minority Group Students, Minority Group Teachers, Teaching Experience, Teacher Student Relationship, Teacher Role, Teacher Responsibility
Geographic Terms: Illinois (Chicago)
DOI: 10.1177/01614681261454030
ISSN: 0161-4681
1467-9620
Abstract: Background: Researchers have highlighted the interpersonal and structural constraints K-12 Latine educators regularly face in their practice, which often impede their ability to have a more meaningful impact in their daily work. Scholarship also points to the important role they play in supporting their Latine students. Yet, most of what is known about Latine educators is based on research in urban schools. Less is known about how Latine educators navigate and work to support Latine students in the context of suburban schools. Research Questions: This study was guided by the following questions: (1) How do Latine high school educators make sense of their work experiences in suburban schools? (2) How do Latine high school educators make sense of their efforts to support Latine students in and out of the classroom? (3) How do Latine high school educators employ their cultural and linguistic identities to foster belonging for Latine students in and out of their classrooms? Research Design: This qualitative study entails semistructured interviews with 11 Latine high school educators working in different schools located in different suburban communities outside of Chicago, Illinois. Analysis entailed the use of critical race theory (CRT) to examine participants' journey to suburban schools, professional support networks, efforts to support Latine students in their daily practice, and how their cultural and linguistic identities shape their practice. Conclusions: Findings focus on how Latine educators' experiences alongside their cultural and linguistic identities shape their justice-oriented practices toward Latine students. Although participants spoke about feeling supported and respected, they also were troubled by the support they received. They felt pigeonholed and struggled to develop boundaries as they felt a sense of obligación (obligation) to serve the needs of their Latine students. Finally, Latine educators' efforts to support their Latine students reflected how they employed their schooling experiences and identities to facilitate conexiones (connections) and to create spaces that worked to affirm their students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508322
Database: ERIC
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  Data: 'The Work Is Personal': Understanding How Latine High School Educators Navigate and Support Students in Suburban Schools
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  Data: <searchLink fieldCode="AR" term="%22Gabriel+Rodriguez%22">Gabriel Rodriguez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2386-8331">0000-0003-2386-8331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marisol+Jimenez%22">Marisol Jimenez</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-0958-4440">0009-0008-0958-4440</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julissa+Carreño%22">Julissa Carreño</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2026 128(4):65-98.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 34
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink>
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  Data: 10.1177/01614681261454030
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  Data: 0161-4681<br />1467-9620
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Researchers have highlighted the interpersonal and structural constraints K-12 Latine educators regularly face in their practice, which often impede their ability to have a more meaningful impact in their daily work. Scholarship also points to the important role they play in supporting their Latine students. Yet, most of what is known about Latine educators is based on research in urban schools. Less is known about how Latine educators navigate and work to support Latine students in the context of suburban schools. Research Questions: This study was guided by the following questions: (1) How do Latine high school educators make sense of their work experiences in suburban schools? (2) How do Latine high school educators make sense of their efforts to support Latine students in and out of the classroom? (3) How do Latine high school educators employ their cultural and linguistic identities to foster belonging for Latine students in and out of their classrooms? Research Design: This qualitative study entails semistructured interviews with 11 Latine high school educators working in different schools located in different suburban communities outside of Chicago, Illinois. Analysis entailed the use of critical race theory (CRT) to examine participants' journey to suburban schools, professional support networks, efforts to support Latine students in their daily practice, and how their cultural and linguistic identities shape their practice. Conclusions: Findings focus on how Latine educators' experiences alongside their cultural and linguistic identities shape their justice-oriented practices toward Latine students. Although participants spoke about feeling supported and respected, they also were troubled by the support they received. They felt pigeonholed and struggled to develop boundaries as they felt a sense of obligación (obligation) to serve the needs of their Latine students. Finally, Latine educators' efforts to support their Latine students reflected how they employed their schooling experiences and identities to facilitate conexiones (connections) and to create spaces that worked to affirm their students.
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        Value: 10.1177/01614681261454030
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Latin Americans
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