ERIC Number: EJ1030640
Record Type: Journal
Publication Date: 2014-Jun
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California
Reese, Leslie; Jensen, Bryant; Ramirez, Debora
Elementary School Journal, v114 n4 p501-526 Jun 2014
Some have described the academic underperformance of Latino children, on the one hand, and their relatively strong socioemotional competencies on the other, as a "Latino Paradox." We unpack the affective climate of early elementary classrooms to explore how this paradox is addressed in a rural school district where children from low-income Latino families predominate. Using quantitative and qualitative data from a reliable observation instrument, we describe the quality of "emotional support" rendered through classroom interactions, analyze relationships between emotional support and a series of teacher characteristics, and assess how highly supportive teachers interact differently than less supportive teachers in ways that are responsive to children's cultural and linguistic backgrounds. We provide evidence--Spanish use associated with greater emotional support--for attending to both universal and cultural dimensions of classroom interactions to address the Latino paradox.
Descriptors: Rural Schools, Hispanic American Students, Classroom Environment, School Districts, Underachievement, Elementary School Students, Low Income, Affective Behavior, Social Support Groups, Teacher Characteristics, Teacher Student Relationship, Cultural Awareness, Classroom Communication, Teacher Surveys, Teacher Attitudes, Classroom Observation Techniques, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A