ABSTRACT
This article reviews recent literature on how Latinos progress through critical junctures of the teacher pipeline: high school graduation, college access and persistence, obtaining a teaching degree, and securing a job as a classroom teacher. This thorough investigation of the Latino experience through each of these junctures offers a better understanding of the challenges and opportunities that Latinos face as they pursue teaching careers. Findings suggest that the Latino teacher pipeline is unique and often nontraditional. The critical junctures along this pathway that are particularly challenging for students are explored further, and opportunities for growth are also noted.
