Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b) these pedagogical interactions of care and support in the classroom were made possible within a caring schooling structure. This article contributes to the field of urban education by showcasing successes and effective practices in an urban setting.
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