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Identity and Career Choice among Mexican American and Euro-American Preservice Bilingual Teachers

Russell Young

James L. RodríGuez

San Diego State University

This article discusses an investigation that explored the relationship between the ethnic identity and career choice of Mexican American and Euro-American Spanish bilingual teaching candidates. In-depth interviews with 6 Mexican American and Euro-American preservice bilingual teaching candidates respectively were analyzed to determine their reference group orientation, affiliative identity, and rationale for becoming a bilingual teacher. Mexican American bilingual teaching candidates indicated a strong reference group orientation and affiliative identity toward Mexican culture, whereas their Euro-American counterparts indicated a diffused reference group orientation toward Mexican culture. Mexican American bilingual teaching candidates also indicated biculturalism and serving as role models for Latino children as being important reasons for becoming bilingual teachers. Euro-American teaching candidates did not see themselves as role models for Latino children. Instead, they indicated various other reasons for becoming a bilingual teacher.

Hispanic Journal of Behavioral Sciences, Vol. 21, No. 4, 431-446 (1999)
DOI: 10.1177/0739986399214004


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