Abstract
Purpose. Demographics in the U.S. education system are changing toward a more diversified student population, and recommendations have been made to have the teaching population reflect the diverse student population. There is limited research on the challenges immigrant teachers face and how these challenges affect their teaching practices. The purpose of this qualitative study was to understand the unique experiences of immigrant high school teachers assimilating in the U.S. education system. This study promotes cultural awareness and provides useful implications for (a) immigrant teachers and students, (b) school administrators, and (c) education policy leaders. Methodology. A phenomenological qualitative approach was used with semistructured interviews. The subjects were immigrant high school teachers working in the San Joaquin Valley in California who (a) were born outside the United States, (b) spoke English as a second or foreign language, (c) had a California teaching credential, and (d) held a teaching position for the 2015-2016 school year. The analysis was based on exploring the participants' unique experiences and deconstructing their responses to reveal repeated themes. Findings. The results revealed that immigrant teacher challenges include classroom management, language barriers, and differences in expectations of the profession. In addition, the majority of the immigrant teachers felt that being an immigrant teacher was empowering. Last, all seven immigrant teachers felt they had to adapt their teaching style and learn to master classroom management early in their careers to be successful as teachers in the United States. Conclusions. It is important to understand the obstacles and cultural norms that immigrant teachers face as they navigate the U.S. education system. Listening to the voices of teachers from diverse cultural backgrounds can lead to professional growth, cultural awareness, and can positively impact student learning. Recommendations. It is recommended that a comprehensive quantitative study be conducted on immigrant teachers using similar sample criteria to determine if the challenges and responses from this study are consistent across a larger population. Furthermore, school districts must make a real commitment to diversify the teaching population because immigrant teachers can serve as powerful role models and resources to meet the needs of the diverse student population in the United States.