Garza, EncarnaciónTalamantes, Yvette J.2024-03-082024-03-0820199781392182222https://hdl.handle.net/20.500.12588/5684This item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.This study examined the perceptions of three individual Mexican American teachers and explored their lived experiences and the qualities deemed necessary for their success in the educational to teaching pipeline. The research specifically addressed the factors contributing to the participants' completion of a college degree and earned teaching certificate, which has led them to serve students of similar backgrounds. The research design consisted of a qualitative methodology with life history inquiry and a LatCrit theoretical approach, which was used to examine the lived experiences of the participants who navigated the educational to teaching pipeline despite experienced marginalization. The data was collected through personal interviews, which focused to acquire detailed information about how the participants were able to succeed despite the variety of demographic, socioeconomic, and institutional characteristics that would impede the participants from academic completion and how these experiences contributed to their serving Mexican American youth. The three analytical categories that emerged from the data gathered were: (a) influence of family support, (b) school life and experiences, and (c) reflections of teaching experiences. This study explored only a small fraction of the broader Latino experience and successes in the educational setting, but can bring forth new information that elucidates the positive influences that Mexican American teachers have on Mexican American youth.218 pagesapplication/pdfEducational PipelineLatino Critical Race TheoryLife History ApproachMexican American StudentsMexican American TeachersEducational leadershipTeacher educationHispanic American studieseducationThesis