Vol. 19 No. Special Issue (2025): Voices of Leadership: WOMEN IN PORTUGUESE LANGUAGE PROGRAMS IN U.S. HIGHER EDUCATION
This special edition of PLJ honors the contributions of women who teach Portuguese in the U.S. It began with an inspiring conversation among women educators at a conference. As we shared our teaching experiences, it became clear that many of us were facing similar challenges: limited resources, insufficient support for smaller programs, and often being the sole faculty members in our departments. We juggle teaching, curriculum development, research, and administrative duties, often with minimal backing.
These discussions highlighted the fact that although many of us work in isolation, we are never truly alone. We are supported by a broad network of educators committed to teaching Portuguese and advocating for its place in education. Through collaboration and mutual support, we share resources, advice, and encouragement that help us grow both personally and professionally. This sense of community sustains us, enabling us to carry on with hope and determination. Thus, we continue to innovate, build strong communities, and offer students an education that goes beyond language learning.
In academia, we are frequently defined by the programs we lead, the courses we teach, and the projects we manage. As we reflected on our professional paths, we recognized the significant, yet often understated role of women in education. We bring our identities as women into the classroom; each of us carries personal histories that shape our approaches to teaching and mentoring. These experiences influence how we connect with our students and engage with the world. And yet, we seldom take the time to reflect on who we are or on how our quiet strength, steadfast commitment, and unwavering dedication contribute to advancing language education.
This compilation brings together the voices of 17 women teaching Portuguese at the college level in the U.S. While these stories represent only a small fraction of our community, they offer a glimpse into the resilience, diversity, and determination that characterize many women educators in our field. Despite systemic inequalities, these women’s passion and dedication continue to shine through. We are driven by the belief that our work is vital - not only for the growth of Portuguese as a foreign language but also for fostering a deeper understanding of culture, history, and global citizenship.
Writing these narratives has been deeply personal for many of us. Reflecting on our journeys often means revisiting challenging moments and stepping away from the academic tone we usually adopt. Each educator sheds light on different facets of their experience, from building language programs to balancing professional and personal responsibilities. Together, these stories form a rich and varied collection of voices, each offering a unique perspective.
As you read these stories, we invite you to reflect on the diverse experiences shared by the authors. Some of us found our way to teaching Portuguese by chance, others by choice. What unites us is our unwavering belief in the power of language to bridge cultural divides. These narratives are not only for language educators; they speak to anyone who believes in the power of education to foster deeper connections to culture, history, and shared human experience.
For those beginning their careers in education, these narratives provide valuable insight into the persistence, creativity, and adaptability needed to succeed. Despite the aforementioned challenges, teaching is immensely rewarding. We hope these voices will inspire future educators and remind them that their work is essential in building a world where understanding and connection thrive.
We proudly celebrate that everyone involved in this edition - from authors to the editorial team - are women, and it would not have been possible without their support, collaboration, and shared wisdom. Their input has enriched this issue through written contributions, feedback, encouragement, and behind-the-scenes efforts, and for that, we are deeply grateful.
We hope these stories raise awareness about the vital role language educators play and help us advocate for the resources necessary to ensure the continued growth and sustainability of our programs. Together, we are not merely teaching a language; we are nurturing the future of global understanding.
Nilma N. Dominique
Massachusetts Institute of Technology
Célia Bianconi
Boston University
Guest Editors
Published:
2025-03-08
