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Abstract

This study explored perceptions of Latino paraprofessionals 10 years after completion of a program that provided financial, academic, and social support to help them complete their bachelor’s degrees and teaching credentials. Findings indicated that they valued education for themselves and their children; they believed they were important role models for Latino children and families; they were proactive in mentoring Latino paraprofessionals to become credentialed teachers; and they viewed the program as critical in enabling them to become educators and leaders in their communities.

Este estudio explora percepciones de para-profesionales Latinos diez años después de completar un programa que proveyó apoyo financiero, académico, y social para ayudarlos a completar sus carreras universitarias y obtener sus credenciales de maestros. Hallazgos indicaron que ellos valoraron la educación propia y en sus niños; ellos creían que eran modelos importantes para los niños Latinos y sus familias; ellos fueron pro-activos en su tutelaje de para-profesionales en su proceso para obtener sus credenciales de maestros, y ellos vieron el programa como crítico para habilitarlos a convertirse en educadores y líderes en sus comunidades.

Keywords

higher education Latina(o)qualitative

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Transition From Paraprofessionals to Bilingual Teachers: Latino Voices and Experiences in Education

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