Teacher beliefs & identity: How can professional development reduce deficit thinking about Latinx students.

Abstract

This study is part of a growing body of research that suggests striving to be civic agents and continuously advancing social justice take a systematic approach to professional development (PD) to address the specific challenges teachers of Latinx students face. Despite interest from researchers on how teacher PD can address the challenges affecting the Latinx population needs, there has yet to be an agreement on the best PD approach (Matsko & Hammerness, 2014; Liou & Rojas, 2016; Sosa & Gomez, 2012). This intervention study focused on how the systematic implementation of participatory action research professional development (PARPD) influenced teachers' mindsets by allowing them to reflect on how their beliefs and actions impact their teaching practice. Focused interviews with self-identified feminist teachers provided insight into residual negative beliefs and biases that teachers may have toward their Latinx students. An action plan addressed the needs discovered during the investigation phase. Findings demonstrated the awareness of the teachers of their need for PD that addresses their cultural competence, which in turn, as it develops, will impact their teaching effectiveness. The findings in this study add to current research that suggests to districts and higher education the need for systematic implementation of PARPD to approach the challenges that teachers face when dealing with students from disenfranchised student groups such as Latinx students. The study highlights the importance of additional research on how teachers can be supported to further their understanding of PARPD and its application to classroom practice.