2025 Theses Doctoral

Latinx Special Educators at the Helm: Journeying Special Education in New York City Schools

Malik, Karina

Special education is facing challenges with teacher shortages and retention because many educators are leaving the profession due to systemic challenges, lack of support, and inadequate preparation. Special education teacher preparation programs often fail to equip teachers with the tools necessary to navigate the realities of working in urban environments. These issues disproportionately impact BIPOC (Black, Indigenous, Persons of Color) educators, who often enter the field with a deep commitment to their students and communities but encounter structural barriers that make sustainability in the profession difficult.

This dissertation explores how four Latinx special education teachers who identify as BIPOC describe, navigate, and re-present their experiences teaching in New York City (NYC) schools. Using the lens of Latinx Critical Race Theory (LatCrit), this study examines both individual and shared experiences, including the challenges, supports, and strategies educators employ in navigating their professional environments.

Utilizing education journey mapping, the study engaged four Latinx BIPOC special education teachers in pláticas to capture their lived experiences. As an insider to this community, I adopted a bruja positionality, sharing my own experiences to foster authenticity and reciprocity in the research process. Findings reveal key themes related to systemic barriers, culturally responsive teaching practices, and the ways in which Latinx BIPOC educators re-present themselves within educational spaces.

This study identifies patterns in the ways participants navigate structural inequities, sustain their professional identities, and cultivate community within schools. The insights from this dissertation contribute to a deeper understanding of the experiences of Latinx BIPOC special education teachers and offer implications for educational policy and teacher preparation.