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Abstract
This qualitative study examines the perspectives of high school– and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured interviews, this study identified themes regarding the program and its instructors, including their influence on the participants’ plans to continue in higher education toward education-related careers. Findings point to the importance of the mentoring framework of Crisp and Cruz as well as cultural responsiveness in mentoring relationships for Latino students in the transition from high school to college.
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