Bilingual and Literacy Studies Faculty Publications

Document Type

Article

Publication Date

10-2025

Abstract

This mixed-methods, sequential explanatory study analyzes how ideologies promoted in U.S. schools influence the (re)incorporation of Mexican transnationals—Mexicans who studied in the U.S. for one year or more—enrolled in multilingual teacher preparation programs in Mexico. Drawing from critical literacies, this manuscript was designed in two phases, one quantitative and one qualitative. Quantitative data were analyzed using a simple linear regression. The model suggests that the more Mexican transnationals (n = 44) are exposed to U.S. education before enrolling in Mexican universities, the less they seem to agree with ideologies embedded in U.S. curricula regarding race. Similarly, qualitative data, drawn from 20 interviews and more than 50 hours of in‑site observation, suggest that Mexican transnationals become aware of the institutional and individual discrimination that Mexicans experience in the U.S. as they advance in their educational trajectories. However, qualitative data also shows that some transnational pre‑service teachers have internalized the ideologies of White superiority embedded in U.S. education and, when in Mexico, discriminate against other Mexicans. The findings of this study suggest that U.S. curricula might foster discrimination against Mexicans themselves as they promote ideologies of racialization and self‑superiority against their own ethnic background and home culture.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in NABE Journal of Research and Practice on Sept 25, 2025, available at: https://doi.org/10.1080/26390043.2025.2551532

First Page

112

Last Page

129

Publication Title

NABE Journal of Research and Practice

DOI

10.1080/26390043.2025.2551532

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Available for download on Tuesday, March 30, 2027

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