Reimagining Academic Advising through Pláticas: Latinx and Chicanx, Spanish Bilingual and First-Generation Students Pursuing K-12 Teaching Credentials at a Hispanic-Serving Institution

There is a severe shortage for Spanish bilingual K-12 teachers in CA. At a northern California public institution of higher education, advising is seemingly prescriptive, transactional and dehumanizing. Spanish bilingual students do not have access to critical information adequately preparing them to complete program admission requirements for eligibility to a teacher credentialing program in a timely manner. Furthermore, across the university campus, there is limited proactive advising on additional requirements towards earning a Spanish Bilingual Authorization that is required to teach in CA bilingual programs in K-12. Advisors are not adequately supported through any advising pedagogy onboarding and access to ongoing professional development, are understaffed and often overextended. This results in a lack of preparation to serve diverse student groups. Advisors are encouraged to learn their academic programs, graduation and general education requirements and are then handed down proceeding institutional updates to impose on students. Given the need for Spanish bilingual teachers in California in K-12, this qualitative action research study was conducted to address the challenges and possible recommendations in advising Latinx and Chicanx Spanish bilingual students who are pursuing a teaching credential with an added Spanish Bilingual Authorization. Academic advising that is culturally responsive and humanizing has the potential to have a profound impact on student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]