Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacher-student relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.
|Commitee:||Elliot, Jacqueline, McCullough, Mary|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 76/01(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Education, Latin American Studies|
|Keywords:||Funds of knowledge, Social justice, Student-teacher realtionships, Teacher-student realtionships|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be