EXAMINING THE LIVES OF FIVE MEXICAN AMERICAN FEMALE EDUCATORS WITH MORE THAN 25 YEARS OF EXPERIENCE IN SOUTH TEXAS BORDER SCHOOLS A Dissertation by GEORGEANNE RAMON-REUTHINGER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2005 Major Subject: Curriculum and Instruction © 2005 GEORGEANNE RAMON-REUTHINGER ALL RIGHTS RESERVED EXAMINING THE LIVES OF FIVE MEXICAN AMERICAN FEMALE EDUCATORS WITH MORE THAN 25 YEARS OF EXPERIENCE IN SOUTH TEXAS BORDER SCHOOLS A Dissertation by GEORGEANNE RAMON-REUTHINGER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Patricia J. Larke Committee Members, Norvella P. Carter Juan Lira Salvador Hector Ochoa Head of Department, Dennie L. Smith December 2005 Major Subject: Curriculum and Instruction iii ABSTRACT Examining the Lives of Five Mexican American Female Educators With More Than 25 Years of Experience in South Texas Border Schools. (December 2005) GeorgeAnne Ramon-Reuthinger, B.S., Texas A&I University; M.Ed., Texas A&I University Chair of Advisory Committee: Dr. Patricia J. Larke This study was a qualitative study that explored the lives of Mexican American female educators with more than 25 years of experience teaching in South Texas border schools. The purpose of the study was to explore the participants’ views and perceptions regarding their educational experiences, both formal and informal, within the contexts of community, political climate, family, religious, and educational institutions. A nonrandom, purposeful sample of five classroom teachers was used. Data were collected through extended interviews with participants. Data were unitized, coded, categorized, and compared to yield emerging themes. The narrative data yielded stories of overcoming barriers such as prejudice, classism, racism, and segregation. The participants identified family members and teachers as persons who most impacted their own lives as teachers. Guided by the participants’ constructions of educational experiences, the study revealed stories of a collective struggle for educational equity. Through constant comparison analysis, major constructs emerged, specifically, the participants’ iv resiliency in the face of difficulties and barriers and protective factors in their lives. This study concluded that the participants used resiliency traits to reach their education goals. These traits included social competency, a sense of purpose, positive expectations for the future, autonomy, and strong religious belief. The protective factors were: (a) families’ high expectations despite difficult economic situations, (b) opportunity for responsible participation at home and at school, and (c) autonomy/strong religious faith and evidence of a strong caring adult in their lives. The participants’ stories of struggle provided a backdrop upon which they voiced their perceptions regarding education and educating Mexican American students. v DEDICATION First, I would like to express my thanks to my Lord and Savior, Jesus, who has never left my side. This work is dedicated to the people who empowered me to travel on the present educational journey. I wish to dedicate this work to my husband and best friend, David L. Reuthinger, Sr., and to my son, David L. Reuthinger, Jr., who has always had wisdom beyond his years. Both are a light unto my path. I dedicate this work to my mother, Josefina Ramon, who taught me to love to read and my late father, Jorge Ramon, who taught me by example the value of hard work. I dedicate this work to my late uncle, Ernesto Ramon. Although my uncle had no formal education, he was a great teacher. He exemplified a joy for sharing knowledge with caring and patience. He taught me about astronomy, elementary physics, leather tanning, animal husbandry, vegetable gardening, and how to make the best sling-shot in the neighborhood. He was my second father and was never too busy to go on a new adventure. My wish is that every child would have such a friend. I also dedicate this work to my aunt, Maria de la Luz Ramon, who has been a constant source of encouragement to me. I also dedicate this work to my great aunt, Lola Shorey, the keeper of our family history. I dedicate this work to my sisters Reina Sarabia, a teacher, and Florita R. Tijerina, a counselor, and to all Mexican American students who struggle towards educational equity. Last, but not least, I dedicate this work to the voices of the exemplary teachers who informed this study. vi ACKNOWLEDGEMENTS I am grateful to the Lord for the gifted teachers that He has always placed in my life. I was raised in a neighborhood and town where literacy was not the norm. Neither my father nor my mother had a high school education when I was growing up. My parents’ hopes and dreams were for their daughters to have an education. I want to thank my dissertation advisor and chair, Dr. Patricia Larke, for her belief in me. Dr. Patricia Larke, with her ability to inspire her students to “rise to the occasion,” made me better than I was. With her generosity of scholarship and drive to show her students the way, she made it possible for me to successfully prepare and present at national and international education conferences. She is an unforgettable educator who will, no doubt, continue to inspire and change countless lives. Dr. Larke made my parents’ dreams for me a reality. I also thank the members of my dissertation committee, Dr. Juan Lira, Dr. Hector Ochoa, and Dr. Norvella Carter. Dr. Juan Lira’s tenacious dedication was evident in my life as we spent hundreds of hours sharpening skills of developing and writing research projects. His character and scholarship casts a long shadow in the educational community. Dr. Hector Ochoa’s generosity of scholarship has been a constant encouragement for me as I work in the public schools of South Texas. Dr. Ochoa’s voice is a strong advocate for students everywhere. I want to thank Dr. Norvella Carter for her example of commitment to student success. I thank my committee most sincerely for believing in me. My committee was made up of brilliant scholars of color who are inspiring professors and exemplary human beings. I will vii always be grateful for the difference that they made in my life. This committee, whose help was extraordinary, will never be forgotten. I would like to thank my excellent professors at Texas A&M, Dr. Patrick Slattery, Dr. Carolyn Clark, Dr. Lynn Burlbaw, Dr. J. M. McNamara, and many others who shine brightly and are true Texas Treasures. I would also like to acknowledge special people in my life who were prayer warriors on my behalf. They are Rudy Gonzalez, Ed.D., and Ricardo “Bevo” Rodriguez, J.D. I also would like to acknowledge the educational and spiritual leadership of my most excellent friend and sorority sister, Esther Buckley. I have been blessed with an extended family that I would like to acknowledge: Mellie Rodriguez- Hereford, Martha Moke, Pam and Lee Preston, Mel Mendez, and my sorority/fraternity family of Women’s City Club, Delta Kappa Gamma, Phi Delta Kappa, and Kappa Delta Pi, Laredo Independent School District (ISD), and United ISD as well as my Laredo National Bank family who encouraged me throughout this journey. I would like to acknowledge the work of Dr. Jane Conoley and Dr. Rosa Maria Vida who helped to make the first Laredo cohort possible and the Bruni-Vergara Foundation and the Association of Texas Professional Educators (ATPE) who provided scholarships for me and for the Laredo cohort members. Looking back at my educational journey, I realize that teachers hold the power of the future in their hands. There is no profession that has more of an impact in the future of a nation than her teachers. I have been extraordinarily blessed by teachers in my life. I gratefully acknowledge each one. viii TABLE OF CONTENTS Page ABSTRACT ....................................................................................................... iii DEDICATION ................................................................................................... v ACKNOWLEDGEMENTS ............................................................................... vi TABLE OF CONTENTS ................................................................................... viii LIST OF TABLES ............................................................................................. x LIST OF FIGURES............................................................................................ xi CHAPTER I INTRODUCTION .......................................................................... 1 Statement of the Problem ........................................................... 4 Purpose of the Study .................................................................. 5 Definition of Terms.................................................................... 6 Assumptions............................................................................... 10 Characteristics of the Study........................................................ 10 Design of the Dissertation .......................................................... 11 II REVIEW OF THE LITERATURE ................................................ 12 Introduction ................................................................................ 12 The History of Mexican American Teachers and Schooling in South Texas...................................................