The Experiences of Mexican American Studies Teachers in South Texas: A Community Cultural Wealth Approach
The purpose of my case study is to explore the professional experiences of high school teachers of Mexican American Studies (MAS) and how their community cultural wealth (Yosso, 2005) informs those experiences. The most critical component to a child's education are the teachers who serve their students. With this in mind, these teachers all teach MAS in the same school district and I applied a multiple case study research design to answer my research questions. The State of Texas approved a high school elective course titled Ethnic Studies: Mexican American Studies in 2018. School districts have the right to offer or not offer any course the State Board of Education (SBOE) approves. This qualitative study focuses on three Mexican American Studies teachers in in South Texas using in depth interviews. The interviews capture each teachers' professional and personal experiences as a MAS teacher, the pathway to becoming a teacher, and the reasons for teaching MAS at their schools. A cross-case analysis is employed comparing the common themes that emerged between participants. Using a (CCW) framework (Yosso, 2005), the teachers of these courses represent the units of analysis.