Glenda M. Flores – författare

Little has been written about Latina/o physicians as students, people, or workers in a high-skill occupation in the United States. The Weight of the White Coat traces the life stages that Latina/o physicians follow and the social mechanisms that shape their careers, from the role of the family to different educational trajectories and even the practice of medicine. Glenda M. Flores turns a careful eye to this diverse pan-ethnic group in an elite profession, observing how demographic characteristics such as gender and ethnicity act like cumulative weights in their coat pockets, producing hindrances for some and elevating others as they provide care in poor and wealthy communities. Here, the high occupational status of Latina/o doctors offers a unique lens for examining the varied experiences of physicianhood and the still unsettled contours of Latinidad.

Little has been written about Latina/o physicians as students, people, or workers in a high-skill occupation in the United States. The Weight of the White Coat traces the life stages that Latina/o physicians follow and the social mechanisms that shape their careers, from the role of the family to different educational trajectories and even the practice of medicine. Glenda M. Flores turns a careful eye to this diverse pan-ethnic group in an elite profession, observing how demographic characteristics such as gender and ethnicity act like cumulative weights in their coat pockets, producing hindrances for some and elevating others as they provide care in poor and wealthy communities. Here, the high occupational status of Latina/o doctors offers a unique lens for examining the varied experiences of physicianhood and the still unsettled contours of Latinidad.

Little has been written about Latina/o physicians as students, people, or workers in a high-skill occupation in the United States. The Weight of the White Coat traces the life stages that Latina/o physicians follow and the social mechanisms that shape their careers, from the role of the family to different educational trajectories and even the practice of medicine. Glenda M. Flores turns a careful eye to this diverse pan-ethnic group in an elite profession, observing how demographic characteristics such as gender and ethnicity act like cumulative weights in their coat pockets, producing hindrances for some and elevating others as they provide care in poor and wealthy communities. Here, the high occupational status of Latina/o doctors offers a unique lens for examining the varied experiences of physicianhood and the still unsettled contours of Latinidad.

Winner, 2018 Outstanding Contribution to Scholarship Book Award presented by the American Sociological Association's Section on Race, Class, and GenderHonorable Mention, 2018 Distinguished Contribution to Research Book Award presented by the American Sociological Association's Latina/o Sociology Section How Latina teachers are making careers and helping students stay in touch with their roots. Latina women make up the fastest growing non-white group entering the teaching profession at a time when it is estimated that 20% of all students nationwide now identify as Latina/o. Through ethnographic and participant observation in two underperforming majority-minority schools in Los Angeles, as well as interviews with teachers, parents and staff, Latina Teachers examines the complexities stemming from a growing workforce of Latina teachers. The teachers profiled use Latino cultural resources and serve as agents of ethnic mobility. They actively teach their students how to navigate American race and class structures while retaining their cultural roots, necessary tactics in an American education system that has not fully caught up with the nation's demographic changes. Flores also explores the challenges faced by Latina teachers, including language barriers and cultural acclimation, and professional inequalities that continue to affect women of color at work. An unprecedented look at an understudied population, Latina Teachers presents an important picture of the women who are increasingly shaping the way America's children are educated.

Winner, 2018 Outstanding Contribution to Scholarship Book Award presented by the American Sociological Association's Section on Race, Class, and GenderHonorable Mention, 2018 Distinguished Contribution to Research Book Award presented by the American Sociological Association's Latina/o Sociology Section How Latina teachers are making careers and helping students stay in touch with their roots. Latina women make up the fastest growing non-white group entering the teaching profession at a time when it is estimated that 20% of all students nationwide now identify as Latina/o. Through ethnographic and participant observation in two underperforming majority-minority schools in Los Angeles, as well as interviews with teachers, parents and staff, Latina Teachers examines the complexities stemming from a growing workforce of Latina teachers. The teachers profiled use Latino cultural resources and serve as agents of ethnic mobility. They actively teach their students how to navigate American race and class structures while retaining their cultural roots, necessary tactics in an American education system that has not fully caught up with the nation's demographic changes. Flores also explores the challenges faced by Latina teachers, including language barriers and cultural acclimation, and professional inequalities that continue to affect women of color at work. An unprecedented look at an understudied population, Latina Teachers presents an important picture of the women who are increasingly shaping the way America's children are educated.

This volume explores the professional experiences of a vast array of educators through a series of research essays that focus on the interplay of gender, race, class, and sexualities as well as how these dynamics influence the educators’ teaching. The volume illuminates this interplay not only in traditional classroom settings, but also in non-traditional contexts such as prisons and juvenile detention facilities, family education, dual-language immersion programs, early childhood education, and higher education, including teacher training programs. The concluding chapter, written by the editors, provides general recommendations for recruiting and retaining a more diverse teacher workforce worldwide. From autoethnographies to pláticas, testimonios and in-depth interviews, this qualitatively rich volume offers powerful and timely insights about the experiences of teachers who are too often overlooked. Gilda L. Ochoa, Professor of Chicana/o Latina/o Studies This illuminating book centers educators’ intersectional subjectivities and lived experiences, bringing to life the radical possibilities of transformative education. It is a much needed resource for anyone invested in understanding and advancing education as a catalyst for equity and social justice.Lorena Garcia, Associate Professor of Sociology & Latin American and Latino Studies

This volume explores the professional experiences of a vast array of educators through a series of research essays that focus on the interplay of gender, race, class, and sexualities as well as how these dynamics influence the educators’ teaching. The volume illuminates this interplay not only in traditional classroom settings, but also in non-traditional contexts such as prisons and juvenile detention facilities, family education, dual-language immersion programs, early childhood education, and higher education, including teacher training programs. The concluding chapter, written by the editors, provides general recommendations for recruiting and retaining a more diverse teacher workforce worldwide. From autoethnographies to pláticas, testimonios and in-depth interviews, this qualitatively rich volume offers powerful and timely insights about the experiences of teachers who are too often overlooked. 

                                                                            Gilda L. Ochoa, Professor of Chicana/o Latina/o Studies 

This illuminating book centers educators’ intersectional subjectivities and lived experiences, bringing to life the radical possibilities of transformative education. It is a much needed resource for anyone invested in understanding and advancing education as a catalyst for equity and social justice.

                                        Lorena Garcia, Associate Professor of Sociology & Latin American and Latino Studies