Titlebook: Gender, Race, and Class in the Lives of Today’s Teachers; Educators at Interse Lata Murti,Glenda M. Flores Book 2021 Springer Nature Switze

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Conclusion: Classroom Strugglesce in the classroom as well as how teachers of color choose to respond to those struggles. Moreover, the intersecting inequalities shaping their struggles go beyond the race, class, and gender of the teachers themselves to include the race, class, and gender of their students, their colleagues, and,

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Introduction: Systemic Strugglestions as arising from, and maintaining, overlapping systems of power and inequality, including racial, class, and gender inequalities (Andersen & Collins, 2020). As a social institution, education reinforces and perpetuates intersecting systems of inequality even as individual teachers may not.

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Race, Gender, and Sexualities in Australian Teacher Education: Reflections from the Intersectionsors who exist at the intersections of Indigeneity (The term Indigeneity and Indigenous are spelled with a capital “I” to denote that these terms are referring specifically to Aboriginal and Torres Strait Islanders.), gender, class, and sexuality. As such we are a blackfella (The term blackfella is m

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https://doi.org/10.1007/978-1-349-02090-4the same time, the field of education is expanding to include a variety of contexts and formats. This is the case now more than ever as schools shut down worldwide due to COVID-19. This edited volume explores how educators themselves are experiencing various changes in terms of gender, race, class,

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Carrier Communication over Power Linesn focused on recruiting bilingual educators and others have focused on specific racial/ethnic groups. While the teaching occupation is a feminized occupation where the overwhelming majority of teachers are white women, we have seen small increases (and also attrition) for some groups. Historically A

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https://doi.org/10.1007/978-981-99-9046-7ts aim to recruit more teachers of Color, but little is known about what motivates them to become teachers, and exceptionally less about Latinx male teachers. This qualitative study explores how high school Latinx boys (. = 9) describe why they aspire to become teachers. The three themes that emerge

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Multinational Carmakers’ Regional Strategiess (STEM). Here I use auto-ethnography to illustrate from my own life how family, ethnicity, race, gender, and class played a role in my becoming a science professor. I discuss how growing up in a family of bilingual Mexican American teachers helped shape my identity and motivation. I describe how wh