"She Looks Like English-Only":
A Caucasian Teacher's Experience as "The Other" in a Mexican-American Classroom

Abstract

A Caucasian teacher occupies a unique position within a classroom composed entirely of Mexican-American students. The issue of ethnicity, while often not overtly apparent, has implications that extend to all aspects of the classroom environment. This research draws upon examples from a classroom in which Latino students seemed reluctant to bring elements of Mexican culture, including Spanish language, into the classroom setting. This paper explores the effects that the presence of a member of the dominant culture may have on students’ willingness to share elements of their subordinate culture within the classroom.



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