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This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.

In this article, we examine the social networks of immigrant Latinas from two women's groups in northwestern North Carolina. We explore how participants built social capital and confidence in self through sharing knowledge and experiences in intimate, mujerista spaces. We argue that traditional analyses of social capital, framed in terms of cost–benefit obligations, are insufficient for understanding the complex relationship of commitment and trust, or confianza, that characterized the social networks the women developed.