Lavadenz, M. C. (1994). Factors related to the teaching aspirations of chicano/latino paraprofessionals (Chicanos, Latinos). Dissertations Abstracts International. 55 (06A), 1532 (University Microfilms No. AAG05-75169)
Institution: University of Southern California
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
This study analyzed the results of the Paraprofessional Survey conducted by University of Southern Califomia's Latino Teacher Project in order to develop a theoretical model related to the teaching aspirations of Chicano/Latino paraprofessionals as a potential remedy to the shortage of Spanish bilingual teachers in California. The survey was based on a sample of 662 paraprofessionals (teaching assistants) in a large metropolitan school district. The combined use of exploratory Factor Analysis (FA) and Structural Equation Modeling (SEM) tested the predictive relationships between the factors of non-English literacy, English literacy and teaching aspirations.
The results of the combined use of FA and SEM indicated that: (1) the most significant effect on the teaching motivation of Chicano/Latino paraprofessionals was non-English literacy (.382, t = 5.529, p $<$.05); (2) English literacy does not have a significant effect on teaching motivation (.036, t =.635, ns); and (3) English literacy and non-English literacy are negatively correlated ($-$.22, t = $-$4.1, p $<$.05). A non-significant chi-square, along with the Bentler-Bonnet Normed Goodness of Fit Index and the Comparative Fit Index indicated that there was an adequate fit (Bentler, 1989).
The findings support the construct validity of the non-English and English literacy factors. An unexpected finding was the negative relationship between English and non-English literacy; while Chicano/Latino paraprofessionals have high levels of literacy in both languages, literacy in the non-English language was the greatest predictor of their teaching motivation.
The fact that literacy in the non-English language is the most important predictor of the teaching motivation of Chicano/Latino paraprofessionals revealed that educational determination is not just a matter of actual literacy attainment, as transfer (i.e., the "common underlying proficiency") theory suggests (Cummins, 1989). This finding is significant in light of the position that the acquisition of English literacy is no guarantee to access and equity in educational or other institutions (Freire, 1991; Street, 1991; Auerbach, 1993). It may be that non-English literacy (in conjunction with English literacy) plays a much larger role in the educational advancement of Chicanos/Latinos than previously thought. This finding needs further examination, perhaps through a more ethnographic approach. (Copies available exclusively from Micrographics Department, Doheny Library, USC, Los Angeles, CA 90089-0182.)
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