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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study examined the culturally responsive teaching practices of two third generation Mexican American teachers from the South Texas borderlands region. The study presents the contextualized teaching practices that inform institutions of higher education prepare pre-service teachers entering the diverse classrooms in America. The implications of this study are to expand and substantiate how contextual teaching practices can help present and future teachers develop human agency that maximizes cultural wealth to positively impact the academic success of high needs- students. Central to this study is the generational and cultural variance that exists among Mexican American teachers in terms of their cultural awareness and teaching practices. In fact, the review of the literature revealed that institutions of higher education need to understand that teachers of color will not naturally assume culturally relevant practices in their classroom because they were not raised in a culturally diverse household but in an acculturated home |
| Keywords: culturally responsive teaching, leadership, English language learners, accountability, Mexican American teachers, immigrant, third generation |
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