This mixed methods study explores the institutionalized master narrative of public institutions and how the mandated policies enacted by public institutions impact Latina social studies teachers when delivering instruction to their students. A socio-transformative constructivist framework guides this study to affirm that knowledge is socially constructed and mediated by cultural, historical, and institutional contexts (Rodriguez, 1998, 2002). Because knowledge is socially constructed, this study analyzes how Latina social studies teachers use their identity, ethnicity, race, and gender to disrupt the set parameters as established by local school districts, district board members, the Texas Education Agency, and the Texas State Board of Education. It is theorized that because these societal public institutions impact delivery of instruction, Latina social studies teachers not only serve as sources of knowledge for their students, but also that there is negotiation between the teacher and the institutionalized master narrative of these public institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]