The Culturally and Linguistically Diverse Paraprofessional: An Innovative Teacher Pipeline

• In Event: 28.050 - Program and Policy Innovation for Paraprofessional Pipelines

Abstract

Objectives or purposes: The purpose of this study is to highlight features of a teacher pipeline program serving culturally and linguistically diverse (CLD) paraprofessionals in a school district experiencing emerging diversity (Author, 2004). Lee School District (LSD), a pseudonym, has the largest number of English learners (ELs) in the state with 11,743 or 54% of its total enrollment. The number of CLD students continues to rise at a pace nearly 230% faster than other student populations while the number of school personnel prepared to serve this population steadily declines. Currently, LSD teachers are 94% Caucasian, 3% Hispanic, 1% Asian, 1% Black, and 1% Other, whereas the student population is 35.4% Caucasian, 46.4% Hispanic, 12.3% Asian/Pacific Islander, 3.1% Black and 2.8% Other (LSD, 2016). To assist with the academic and communication needs of ELs and their families, the district hired 36 CLD paraprofessionals (Authors, 2015).

Perspective(s) or theoretical framework: In 2014, the university and LSD began a “Grow Your Own” (GYO) pilot program with three Latinx paraprofessionals. These future teachers, “have the experience of acquiring the English as a Second Language themselves, and they are sensitive to differing cultural values and attitudes. They bring with them a great deal of classroom experience and a sense of how children learn” (Genzuk, Lavadenz & Krashen, 1994). They graduated in 2017 with Bachelor’s degrees in Early Childhood Education. The IHE was awarded a USDE-OELA NPD grant, to expand the GYO program with 13 additional CLD paraprofessionals. Two research questions guided this study: What are the experiences of CLD paraprofessionals in the GYO program? What are the key components and lessons learned regarding the program?

Methods and Data sources: Case study, naturalistic inquiry using qualitative methods including participant observation, interviews, casual conversations and documents. Documents, interviews, and participant observations. The overall research strategy occurred from 2014-2017 and includes background information on the program; recruitment/selection of candidates; standardized open-ended interviews of candidates; enrollment into program of study courses; written communication between candidates, advisors, and administrators; participant observations of candidates, multiple casual conversations with candidates and those interacting with them at their respective schools and homes. These strategies allowed thick descriptions to 1) unveil in-depth experiences and perceptions of the candidates in the program and 2) gain an understanding of the IHE infrastructure needed for establishing the program.

Results: The program provides insight into the challenges and successes of implementing a teacher preparation for districts experiencing emerging diversity. Candidates once working on a degree for nearly a decade prior to entering the program are now teachers. Their perceptions provide valuable lessons into successful practices for developing a GYO paraprofessional program.

Scholarly significance: Few CLD teachers exist in the southeastern region of the United States where large numbers of ELs and immigrant students reside. School districts have difficulty serving CLD students due to cultural mismatches between faculty/students, and the lack of EL training. CLD paraprofessionals offer real possibilities for diversifying the teacher workforce and supporting CLD students/families through culturally responsive approaches. This increases the likelihood of student achievement among diverse student populations.

Authors

• Diana Gonzales Worthen, University of Arkansas

• Janet Penner-Williams, University of Arkansas

• Eva I. Diaz, University of Arkansas at Fayetteville