Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
-
Published:2021-04-08
Issue:
Volume:
Page:089484532110050
-
ISSN:0894-8453
-
Container-title:Journal of Career Development
-
language:en
-
Short-container-title:Journal of Career Development
Author:
Ernst-Slavit Gisela1ORCID,
Newcomer Sarah N.1,
Morrison Steven J.1ORCID,
Lightner Lindsay K.1,
Morrison Judith A.1,
Ardasheva Yuliya1ORCID,
Carbonneau Kira J.1
Affiliation:
1. Washington State University, WA, USA
Abstract
Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and the Funds of Knowledge (FoK) framework via the analysis of video-recorded classes, observations, interviews, and written artifacts, we explore how six Latina paraeducators draw from their personal FoK and CCW to overcome great challenges before, during, and after they obtained their teaching credentials. This study points to the need for institutions of higher education, particularly teacher education programs, to apply asset-based perspectives in the recruitment, retention, and graduation of culturally and linguistically diverse teachers.
Funder
U.S. Department of Education, Office of English Language Acquisition
Publisher
SAGE Publications
Subject
Organizational Behavior and Human Resource Management,General Psychology,Applied Psychology,Education
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献