Presentation Title

How the Pandemic has Encouraged and Deterred First-Generation, Immigrant-Origin College Students as Future Educators

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Start Date

3-2-2022 2:15 PM

End Date

3-2-2022 3:15 PM

Document Type

Presentation

Description

Drs. Brooke Hoffman and Catherine Michener coordinate Rowan University’s graduate and undergraduate ESL Certificate and Bilingual Endorsement programs. In these roles, they work closely with a number of first-generation students who are bilingual/multilingual with English as their second or additional language. Most of these students were classified as ESL students or participated in bilingual or dual-language programs as K-12 students and are leveraging their cultural and linguistic resources (Athanases, Banes, & Wong, 2015) to pursue the ESL Certificate and/or Bilingual Endorsement. They are pursuing careers in teaching, a field dominated by white, monolingual, English-speaking women. Drs. Hoffman and Michener will facilitate a session in which these students share their personal narratives and thoughts on how the pandemic has encouraged and deterred them as (future) educators. Prioritizing the voices of Rowan University’s own first-generation, immigrant-origin students, Drs. Hoffman and Michener will reference relevant research. Although research focuses on barriers these students face, our session will emphasize how they “mobilize the resources that they possess in negotiating their success to get to and complete college” (Varghese & Fuentes, 2020, p. 2). As (future) educators themselves, these students have valuable insights for educators in PK-12 and higher education settings.

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Feb 3rd, 2:15 PM Feb 3rd, 3:15 PM

How the Pandemic has Encouraged and Deterred First-Generation, Immigrant-Origin College Students as Future Educators

Drs. Brooke Hoffman and Catherine Michener coordinate Rowan University’s graduate and undergraduate ESL Certificate and Bilingual Endorsement programs. In these roles, they work closely with a number of first-generation students who are bilingual/multilingual with English as their second or additional language. Most of these students were classified as ESL students or participated in bilingual or dual-language programs as K-12 students and are leveraging their cultural and linguistic resources (Athanases, Banes, & Wong, 2015) to pursue the ESL Certificate and/or Bilingual Endorsement. They are pursuing careers in teaching, a field dominated by white, monolingual, English-speaking women. Drs. Hoffman and Michener will facilitate a session in which these students share their personal narratives and thoughts on how the pandemic has encouraged and deterred them as (future) educators. Prioritizing the voices of Rowan University’s own first-generation, immigrant-origin students, Drs. Hoffman and Michener will reference relevant research. Although research focuses on barriers these students face, our session will emphasize how they “mobilize the resources that they possess in negotiating their success to get to and complete college” (Varghese & Fuentes, 2020, p. 2). As (future) educators themselves, these students have valuable insights for educators in PK-12 and higher education settings.