ABSTRACT
This chapter explores the approaches for teacher educators which encourage bilingual teacher candidates to develop dispositions necessary for competencies in teaching STEM in urban settings. Chicana feminism has been developed by Chicanas to theorize from positionalities which recognize multiple forms of identity, hybridity, and intersectionality of experiences, oppressions, and forms of productive resistance to oppressions. In exploring the ways in which teacher educators may foster bilingual teacher candidate's development of dispositions necessary for strong teaching in STEM areas, it purposefully chose several qualitative methods intended to foreground the voices and experiences of the teacher candidates. The majority of participants began the initial teacher licensure program with ambivalence toward STEM, stating that they were participating in the STEM-focused work because: it would enrich their professional practices as teachers; and because participation would result in a scholarship for full tuition. The majority of participants began the project with an apparent sense of ambivalence about STEM.
