Degree Date

6-2025

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Education

First Advisor

Antonina Lukenchuk

Second Advisor

Blanca Gamez-Djokic

Third Advisor

Xiaoning Chen

Abstract

Many Latinx students are failing despite numerous sacrifices, personal goals, and determination. Latinx students endure a range of challenges in and outside of school that significantly impact their identity, mental health, and academic achievement. Many factors impede Latinx students’ success, including a lack of support and meaningful relationships. School systems suppress their identities and follow deficit-oriented mindsets that undermine the rich cultural and linguistic assets students possess. This study explored the systemic and personal obstacles Latina math educators encountered on their path to becoming teachers, while highlighting their resilience. The purpose of this study was to examine how Latina middle school teachers persevered through these obstacles and how cultural identity, family, and community served as vital sources of strength and motivation. This study uses narrative research centered on five Latina math educators, representing diverse backgrounds, school settings, and experience levels, who work with mid-sized to large populations of Latinx students in the Midwest. Data were collected through semi-structured interviews, classroom observations, and classroom artifacts. These tools allowed the participants to share their lived experiences and how they draw upon their lived experiences to inform their teaching, while connecting identity and culture into mathematics instruction. The participants shared heartfelt memories and complex emotions, expressing pride in being Latina, the nurturing role of families and community, and the silent struggles they endured, including mental health challenges. As educators, they aim to create more meaningful and empowering learning environments. This study highlights the beauty of the Latinx experience and how Latina educators empower their Latinx students in math education. It calls for culturally and linguistically responsive teaching in mathematics education, where students’ identities and backgrounds help foster deeper understanding and academic success.

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