Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students

TLDR

Teacher‑student interactions and the relationships they foster play a vital role in school achievement. The study examines how Latino teachers’ and para‑educators’ knowledge of students’ culture and community shapes their interactions with Latino students, and compares how school roles mediate the use of this knowledge. Results show that understanding students’ experiences, primary language, and interactional styles helps meet their academic and social needs, while teachers and para‑educators focus on different developmental aspects due to their distinct school roles.

Abstract

Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experiences, primary language, and interactional styles facilitates meeting students' academic and social needs. Findings also suggest that school roles position teachers and paraeducators to focus on different aspects of children's development.