Project MAESTRO: Turning Bicultural/Bilingual Paraprofessionals Into Teachers

• In Event: 33.036 - Coloring the Field: Examining the Experiences of Latino and African American Educators

Abstract

Across the nation, P-12 schools reflect high percentages of diversity, yet teachers in these schools are predominately White. Arkansas ranks fourth in the nation in immigrant growth as it increased 82% from 2000 to 2010 (Appold, S.J., Capps, R., Fix, M., et.al, 2013). From 2000 to 2012, Lee School District’s student population, a pseudonym, increased from 11,419 to 20,131. A cultural/linguistic mismatch exists between faculty and students where 95% of the district’s administrators, teachers and counselors are Caucasian, while Hispanic and Marshallese students account for 43% and 11% of the student population respectively. To increase bicultural/bilingual faculty, the MAESTRO program was piloted spring 2014. This case study investigates how MAESTRO was implemented and highlights challenges faced by two initial candidates.

Authors

• Diana Gonzales Worthen, University of Arkansas

• Janet Penner-Williams, University of Arkansas