|Author(s)||Riojas Clark, E., & Bustos Flores, B.|
|Editor||Ross, A. (ed) Citizenship Education in Society|
Changes in diversity of the student population in the United States are not reflected in the teaching workforce. Currently, ethnic minority teachers are serving a disproportionately low number of language minority students. Recruitment, retention, and success of Latino college students are dynamic elements that can brunt the potential number of Latino teachers. We purpose a theoretical framework for identifying presage factors that can modulate teacher candidates’ personal, academic, and professional development, likely to impact their teaching within diverse classrooms. It is contended that motives for teaching, ethnic identity, acculturation, efficacy, and epistemological beliefs are presage factors that can affect the academic success and number of Latino teacher candidates prepared to teach in the diverse classrooms of today.