We are who We Study/somos Los Que Estudiamos: An Exploratory Study of Chicana/o Educator's Identities and Agency

I concluded: (1) supportive, nurturing, and caring relationships with school personnel is key in the development of a strong academic identity that makes attending college and working toward a future profession possible; (2) alternative and special school programs offered a more personal, positive and affirming experience within the larger negative schooling context; and (3) because the participants' racial diversity brought about lower expectations for school achievement, the participants did not feel a positive sense about their ethnicities.