Dissertation
Exploring the experiences of Puerto Rican teachers resisting the pull of migration
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Autumn 2024
DOI: 10.25820/etd.007582
Abstract
This dissertation examined the motivations behind Puerto Rican teachers' decisions to remain on the island amidst significant challenges, including Hurricane Maria, seismic activities, and the COVID-19 pandemic, as well as in the face of political turmoil, inflation, low salaries, and economic struggles rooted in the island's colonial status. Employing a qualitative approach, the study involved interviews with educators to uncover the reasons behind teachers’ choice to stay. Through the lens of care theory, the research investigated whether the teachers’ act of staying signified a commitment to caring for their community or if other compelling factors dominated their decision.
The findings revealed that teachers’ decisions to remain on the island were shaped by personal factors such as family ties, homeownership, and a strong cultural affiliation with Puerto Rico rather than solely professional commitment. Although participants did not specifically cite their students or the teaching profession as reasons for staying on the island, many emphasized that their students served as their primary motivation for continuing in the profession. This dissertation contributes to the discourse on teacher retention, resilience, and the critical role of educators in Puerto Rico.
By analyzing the role of care in educational settings and the broader implications for the Puerto Rican educational system amidst its crises, the study provides insights that may inform policy recommendations, support mechanisms, and strategies to enhance teacher well-being and student outcomes. The study’s limitations and assumptions are acknowledged, with a recognition that the findings represent the experiences of participants within their specific socio-political and geographical contexts.
Details
- Title: Subtitle
- Exploring the experiences of Puerto Rican teachers resisting the pull of migration
- Creators
- Tania Lefevre Hernández
- Contributors
- Liz Hollingworth (Advisor)Brian An (Committee Member)Noel Estrada Hernandez (Committee Member)Katrina M Sanders (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Educational Policy and Leadership Studies
- Date degree season
- Autumn 2024
- DOI
- 10.25820/etd.007582
- Publisher
- University of Iowa
- Number of pages
- xi, 229 pages
- Copyright
- Copyright 2024 Tania Lefevre Hernández
- Language
- English
- Date submitted
- 12/03/2024
- Description illustrations
- illustrations, tables, map
- Description bibliographic
- Includes bibliographical references (pages 205-217).
- Public Abstract (ETD)
- This research explores why Puerto Rican teachers choose to stay on the island despite facing extraordinary challenges such as Hurricane Maria, earthquakes, the COVID-19 pandemic, economic hardship, and political instability. The study focuses on understanding what motivates these educators to remain rooted in their communities. Using interviews with teachers, the study uncovers that their decisions are influenced by deeply personal factors, such as family ties, cultural identity, and the sense of home they find in Puerto Rico. While these teachers often cite their students as a primary motivation for staying in the profession, their choice to remain on the island is less about professional commitments and more about their connection to their community and culture. This work highlights the resilience and dedication of Puerto Rican educators and examines how their presence impacts both their schools and the broader society. By providing insights into the challenges and motivations of these teachers, the study offers valuable perspectives for improving policies and support systems to help teachers thrive and, in turn, enhance student success. Through this lens, the research emphasizes the importance of care, not only within classrooms but as a foundational element in navigating broader social and economic crises. These findings aim to inspire cross-disciplinary discussions and inform strategies to better support teachers and education systems facing similar challenges worldwide.
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984774960202771
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