Date of Award

2026

Degree Name

Curriculum and Instruction

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Kimberly McFall

Second Advisor

Dr. Huanshu Yuan

Third Advisor

Dr. Megan Marshall

Abstract

Despite the rapid growth of Spanish speaking students in U.S. schools, Spanish speaking educators remain underrepresented in the teaching workforce. This qualitative study examines the perceived impact of Spanish speaking educators on Spanish speaking students and families. Guided by Critical Race Theory (CRT) and Latino/a Critical Theory (LatCrit), this study explores how language, identity, and lived experience shape educators’ practices within school communities. Data was collected through focus group interviews with four Spanish speaking educators working in public schools in the Mid-Atlantic region of the United States serving Spanish speaking students. Thematic analysis revealed that Spanish speaking educators serve as linguistic and cultural bridges between schools and families, fostering trust, strengthening communication, and advocating for students within school systems. Participants also described how broader sociopolitical contexts, including immigration related fears, shape the experiences of students and families. Findings highlight the importance of recognizing Spanish speaking educators as essential contributors to equitable schooling.

Subject(s)

Education, Bilingual.

Bilingualism -- Students.

Bilingualism -- Psychological aspects.

Hispanic Americans -- Education -- United States.

Hispanic Americans.

Critical race theory.

Emigration and immigration.

Hispanic Americans -- Emigration and immigration.

Public schools -- Middle Atlantic States.

Educators -- Hispanic Americans.

Identity (Philosophical concept) -- Hispanic Americans.

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