[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602040-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602040-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","educational-considerations-vol-47-article-3-latinx-teachers-advocating-and-providing-support-to-culturally-and-linguistically-diverse-students-and-their-families","Educational Considerations - Vol 47 - Article 3 - Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families","","Educational Considerations, Volume 47, Number 1, Article 3, examines how Latinx teachers and educators can advocate for and support culturally and linguistically diverse students and their families. The article analyzes long-standing challenges in teaching CLD learners, highlights effective pedagogical strategies, and argues that social-justice-informed teacher education and cultural congruency improve learning and life chances. It uses demographic examples and research findings linking teacher race/background to student outcomes, motivation, expectations, and academic performance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/educational-considerations-vol-47-article-3-latinx-teachers-advocating-and-providing-support-to-culturally-and-linguistically-diverse-students-and-their-families/602040/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/educational-considerations-vol-47-article-3-latinx-teachers-advocating-and-providing-support-to-culturally-and-linguistically-diverse-students-and-their-families/602040.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What main challenge does the article address for culturally and linguistically diverse (CLD) students?","Question",{"text":63,"@type":64},"It highlights that working with CLD students has been a challenge for many years, and classroom and ESL teachers struggle to stay current with pedagogical approaches and strategies for this population.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article connect cultural congruency to student outcomes?",{"text":68,"@type":64},"It states that cultural congruency between home and school supports cultural respect, personal validation, and academic success, especially by valuing students’ backgrounds as assets.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the article suggest about the impact of teachers of similar backgrounds to their students?",{"text":72,"@type":64},"It reports study evidence that assigning or having teachers with similar racial or background identities can positively influence students’ attitudes, motivation, performance, and outcomes such as graduation and college enrollment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602040,1792161500,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 47  Number 1 | Article 3 |\n| --- | --- |\n| 2021\u003Cbr>Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families\u003Cbr>Pedro S. Espinoza\u003Cbr>Kansas State University, [pedro1@ksu.edu](pedro1@ksu.edu)\u003Cbr>Kay Ann Taylor\u003Cbr>Kansas State University, [ktaylor@ksu.edu](ktaylor@ksu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Accessibility Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education Commons, Higher Education Commons, Language and Literacy Education Commons, and the Secondary Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nEspinoza, Pedro S. and Taylor, Kay Ann (2021) \"Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families,\" Educational Considerations: Vol. 47: No.  \n1. [https://doi.org/10.4148/0146-9282.2256](https://doi.org/10.4148/0146-9282.2256)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nLatinx Teachers Advocating and Providing Support to  \nCulturally and Linguistically Diverse Students and Their  \nFamilies  \nPedro Espinoza and Kay Ann Taylor  \nIntroduction  \nWorking with Culturally and Linguistically Diverse (CLD) students has been a challenge for  \nmany years. Classroom teachers and certified English as a Second Language (ESL) teachers  \nstruggle staying current with the pedagogical approaches and strategies to work with this student population (Gándara et al., 2005) . In order to help CLD students succeed in the classroom, there  \nare effective teaching strategies teachers may implement. Cochran-Smith et al. (2009) mention  \nteacher education programs in the past have combined their efforts with national organizations  \nsuch as the National Association for Multicultural Education, the Urban Network to Improve  \nTeacher Education, The National Network for Educational Renewal, and several committees and special interest groups. By challenging the inequities of school and society through social justice education, teaching becomes about enhancing students’ learning and their life chances (CochranSmith et al., 2009). Additionally, teaching without knowing the students’ background knowledge  \ncan be problematic for all students.  \nWe use the Kansas City public schools as a statistical example to demonstrate the need for  \nteachers of color, from different cultural backgrounds, and who speak different languages. In the  \n2017-2018 school year, the Kansas City Public School District reported having 2% Asian  \nteachers and 3% Asian students, 31% Black teachers and 57% Black students, 5% Hispanic  \nteachers and 27% Hispanic students, 61% White teachers and 10% White students, 1% other  \nteachers and 3% other students (Kansas City Public Schools, 2019) . The most noticeable  \nrepresentation gap is the one between Hispanic students and Hispanic teachers. On the other  \nhand, White students comprised only 10 percent of all public school students while White  \nteachers constituted 61% of the teaching force.  \nGetting to know students of color is a step forward toward effective implementation of classroom  \nstrategies and activities. Gay (2014) states cultural congruency between home and school leads  \nto cultural respect, personal validation, and academic success for students of color. In other  \nwords, teachers can provide support to these students by valuing their background and ethnicity  \nand seeing them from an asset perspective ins","cbCaiqeuIxiM1vaX","https://ap.wps.com/l/cbCaiqeuIxiM1vaX","pdf",417210,12,"English","# Introduction\n# Demographic representation and equity in teaching\n# Cultural congruency and student success\n# Teacher race/background effects on outcomes\n# Ongoing concerns and policy implications","[{\"question\":\"What main challenge does the article address for culturally and linguistically diverse (CLD) students?\",\"answer\":\"It highlights that working with CLD students has been a challenge for many years, and classroom and ESL teachers struggle to stay current with pedagogical approaches and strategies for this population.\"},{\"question\":\"Why does the article connect cultural congruency to student outcomes?\",\"answer\":\"It states that cultural congruency between home and school supports cultural respect, personal validation, and academic success, especially by valuing students’ backgrounds as assets.\"},{\"question\":\"What does the article suggest about the impact of teachers of similar backgrounds to their students?\",\"answer\":\"It reports study evidence that assigning or having teachers with similar racial or background identities can positively influence students’ attitudes, motivation, performance, and outcomes such as graduation and college enrollment.\"}]","Educational Considerations - Vol 47 - Article 3 - Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families | PDF",1792093920]