<p> While high levels of skills in education and achievement are critical for a student’s social and economic success, schools have yet to live up to their educational responsibilities to children of color and children living in poverty. Nationwide, the achievement gap affects students of color, particularly low-income Latino students. Gay argued that contributing to educational deficits are teachers who do not understand the importance of knowing their students’ cultural backgrounds. This qualitative dissertation utilized the conceptual frameworks of culturally responsive pedagogy and sociocultural interactions to understand Latina Head Start preschool teachers’ perspectives in the classroom when implementing culturally responsive pedagogy embedded within sociocultural interactions in classrooms. </p><p> The major findings in this study documented that the Latina Head Start preschool teacher participants were sensitive to the unique needs of Latinao dual language learners from low-income families. The teacher participants overwhelmingly reported that providing emotional support, <i>cariño </i> (affection), and empathy to all of the children throughout classroom interactions was vital for student learning. They regularly used the children’s home language, Spanish, and supported children’s development in both languages. The Latina Head Start preschool teacher participants expressed a sense of commitment and responsibility to ensure each Latino child is successful. The Latina Head Start preschool teacher participants shared a natural ability to teach with <i>cariño</i> while utilizing culturally responsive pedagogy with interwoven sociocultural interactions as they worked with their Latina/o students.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10825459 |
| Date | 16 August 2018 |
| Creators | Ramos, Rosemary |
| Publisher | California State University, Long Beach |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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