Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California

Autor/inn/en	Reese, Leslie; Jensen, Bryant; Ramirez, Debora
Titel	Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California
Quelle	In: Elementary School Journal, 114 (2014) 4, S.501-526 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/675636
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; School district; Schulbezirk; Performance deficiency; Leistungsschwäche; Niedriglohn; Affective disturbance; Active behaviour; Affektive Störung; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural identity; Kulturelle Identität; Klassengespräch; Lehrerverhalten; Kalifornien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10