THE SIGNIFICANCE OF TEACHER-STUDENT RELATIONSHIPS AS PERCEIVED BY MEXICAN-AMERICAN LEADERS.
AuthorTRUJILLO, AVELINA CHAVEZ.
KeywordsTeacher-student relationships -- Arizona -- Tucson.
Teachers of Mexican Americans -- Arizona -- Tucson.
Student evaluation of teachers.
Mexican Americans -- Education -- Arizona -- Tucson.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis investigation sought the perceptions of a selected group of Mexican-American community leaders in Tucson, Arizona, concerning their recollected classroom relationships with their teachers. The investigation proceeded on the basis of a three-part theoretical framework drawn from the literature of psychology, anthropology, and education. The theory included the following: (1) Perceptual Processes; (2) Cultural Processes; and (3) Interpersonal Processes. An interview schedule, based on the elements of the theoretical framework, was developed employing a Likert type scale together with an open-ended comment format. Twenty Mexican-American community leaders were identified and interviewed in depth regarding the perceived relationships that they recalled having had with their respective teachers. Among the findings, the following appeared to be most significant: (1) the participants generally agreed that their teachers were aware of them; (2) the participants reported perceiving that their teachers had accepted them; (3) the participants agreed that their teachers had generally not accepted most aspects of their bicultural being. They reported perceiving that their teachers' thrust appeared to have been toward assimilation; (4) the participants reported that their teachers seemed not to have cared sufficiently to communicate to them that their bicultural identities were important; (5) the participants reported that their teachers had not encouraged them to make choices in becoming independent persons. They tended to report that their teachers had lowered expectations for them and therefore had not adequately challenged them; and (6) the participants perceived that their teachers had not extended themselves to positively support their cultural identities.
Degree ProgramSecondary Education