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Hispanic college students’ views of effective middle-school teachers: A multi-stage mixed analysis

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Abstract

In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method of constant comparison (qualitative phase), 38 themes were determined to be present in respondents’ characteristics of effective middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted of a series of 1s and 0s, were analysed to determine whether participants differed in their themes as a function of gender, college status and first-generation/non-first-generation status. Statistically significant differences were present between males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college students in their emphases on effective middle-school teachers. Implications are discussed.

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Authors and Affiliations

  1. Department of Educational Leadership and Foundations, Education Building 507, University of Texas-El Paso, 500 West University Avenue, El Paso, TX, 79968, USA

    Don P. Schulte

  2. Department of Educational Leadership and Counseling, Teacher Education Center, Sam Houston State University, Box 2119, Huntsville, TX, 77341, USA

    John R. Slate & Anthony J. Onwuegbuzie

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  1. Don P. Schulte
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  2. John R. Slate
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  3. Anthony J. Onwuegbuzie
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Correspondence to John R. Slate.

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Schulte, D.P., Slate, J.R. & Onwuegbuzie, A.J. Hispanic college students’ views of effective middle-school teachers: A multi-stage mixed analysis. Learning Environ Res 14, 135–153 (2011). https://doi.org/10.1007/s10984-011-9088-9

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