ERIC Number: ED451724
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Sociocultural Factors in Social Relationships: Examining Latino Teachers' and Paraeducators' Interactions with Latino Students. Research Report 9.
Monzo, Lilia D.; Rueda, Robert S.
Sociocultural theory emphasizes the social nature of learning and the cultural-historical contexts in which interactions take place. Thus, teacher-student interactions and the relations that are fostered through these contexts play an especially vital role in student achievement. It has been argued that culturally responsive instruction can have a positive impact on interactions between teachers and students. This paper explores the effect of sociocultural factors on the relationships and interactions between Latino students and 32 Latino teachers and paraeducators. Findings suggest that knowledge of students' culture and communities, their primary language, and the interactional styles with which they are familiar facilitates meeting their academic and social needs. Findings also suggest that school roles shape interactions, and that teachers and paraeducators focus on different aspects of children's development. The term paraeducator is used to describe school personnel hired to assist students directly in the classroom. It is concluded that school contexts must afford diverse students opportunities to utilize the resources they bring to the classroom by validating those resources and creating learning contexts that tap into them. The idea is not new, but putting it into practice has proved difficult. (Contains 37 references.) (KFT)
Descriptors: Cultural Awareness, Culturally Relevant Education, Elementary Secondary Education, Hispanic American Students, Paraprofessional School Personnel, Sociocultural Patterns, Teacher Aides, Teacher Role, Teacher Student Relationship
Dissemination Coordinator, CREDE/CAL, 4646 40th Street, NW, Washington, DC 20016-1859. Tel: 202-362-0700; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.