Genzuk, S. M. (1995). Integration factors affecting commitment to educational and occupational goals for latino paraeducators (educational goals, minority students, retention, limited english proficient). Dissertation Abstract International, 57 (02A), 600. (University Microfilms No. AAI96-16962)
Institution: University of Southern California
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
The retention of minority students in institutions of higher education has become a central issue in many universities. Previous studies on the retention of minority students in post-secondary institutions primarily focused, until recently, on differences between black and white students. This study focuses on Latinos. It explores academic, social, and occupational integration of bilingual Latino para-educators and their relationship to educational and occupational goals. Frequently, para-educators, teacher assistants working in classrooms with limited English proficient (LEP) students, are community members who speak the student's home language and are sensitive to differing local values and attitudes. Para-educators help LEP students to learn through instruction in the primary language and English as a second language. It is proposed that this group is a promising source of future bilingual teachers. Because many para-educators have family obligations and limited financial resources completion of college and teacher certification may be difficult. Procedures for satisfying academic and social requirements need to be looked at closely.
Previous studies conclude that of all personal attributes, personal commitment to either an academic or occupational goal is the single most important determinant of college persistence. What appears to be facilitating Latino para-educators pursuing teaching as a career in school is occupational integration. Earlier investigations suggest that countervailing external demands of students may seriously undermine the individuals ability to persist until degree completion and may pull students away from college attendance. This study suggests external demands at the worksite may have bolstered the individual's commitment to their educational goals. Additionally, assisted performance at the worksite by other instructional personnel had a significant effect on the para-educator's commitment to occupational goals.
This study has both applied and theoretical implications. Applied implications are rooted in minority teacher supply and demand issues as well as changing student demographics. Theoretical implications address the lack of accounting for sociocultural factors in previous student persistence research. Collectively the importance of this information is rooted in the need of the public education systems throughout the
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