Empowering Latinx ESOL Paraprofessionals: Unveiling Their Cultural Capital in U.S. Secondary Schools

• In Event: AERA Roundtable Sesion 4
  In Roundtable Session: Preparing and Sustaining Bilingual Teachers in Antiracist, Socially Just, and Culturally Affirming Pedagogies

Abstract

The Latinx English Learner (EL) population is increasing rapidly in US schools. The teaching profession, however, remains predominantly white and monolingual, resulting in continual cultural divides between teachers and their EL students. Given their linguistic and cultural backgrounds, Latinx EL paraprofessionals offer a unique opportunity to bridge cultural gaps and promote positive outcomes for Latinx EL students. Guided by Yosso’s model of community cultural wealth (2005), this qualitative study highlights the cultural capital of three Latinx EL paraprofessionals in secondary schools. This study unveils how the paraprofessionals activate their cultural capital in their work in schools. Implications regarding how Latinx EL paras may help foster more equitable experiences for Latinx EL students are discussed.

Authors

• Manuel E Marichal, University of Florida

• Agenia Delouche, University of Florida

• Erica D. McCray, University of Florida

• Tina Smith-Bonahue, University of Florida