In this study, photo-voice will provide a different perspective of the views of teacher retention based on the emotional presence of the participants lived experiences within their teaching careers. The stories the teachers divulge using narratives and descriptions of their photographs may create themes that may show relations to specific emotional characteristics related to career longevity. The development of teacher emotions has been addressed by many theories, but in recent years the philosophy of education and the importance of teachers? lived experiences have been employed to comprehend the whole teaching dynamic.

In the U.S. Context, motherhood is often defined, researched, and discussed from a White, heterosexual, middleclass, woman?s perspective (Bell, 2009; Collins, 1994), by which all ?other? mothers are compared. Literature and research on child development has failed to give honor to the nuanced, textured, and culturally situated experiences of mothers of color. What does it mean to mother while Black, an American reality, yet a dichotomy? Through a historical journey and discussion of a current class research project, this presentation will make public the private and discuss the need for an intersectional/desire-minded approach when researching mothers of color.

In this paper, I explore how Latina professional engineers? intersectional identity has shaped their careers in the context of their membership in a Hispanic-serving professional engineering organization. Drawn from a larger study that explores the use of capital broadly, analysis here focuses on understanding how Latina engineers describe their trajectories through engineering and how they perceive themselves in relation to their peers. Findings show that Latinas? self-awareness, fostered by organizational membership, acts as capital that empowers them to overcome potential barriers to their professional advancement.