A study of the demographic and attitudinal differences between paraprofessionals and teachers in self-contained special education classrooms

Haring, Kathryn A.; Saren, Drucilla; Lovett, David; Shelton, Marian N.

doi:10.1007/bf01046341

Cited by 3 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Paras today, as in the 1960s when they first entered public schools, are majority Black and Latina women who live near the community in which they work (Haring, Saren, Lovett, & Shelton, 1992;Kaplan, 1977;Lewis, 2005). Therefore, paras are often the only adults of color working directly with students in schools.…”

Section: Credentialismmentioning

confidence: 99%

Schools as workplaces: Intersectional regimes of inequality

Quinn

Ferree

2017

Gender Work & Organization

View full text Add to dashboard Cite

Joan Acker extended her 1990 brilliant and path‐breaking article, ‘Hierarchies, Jobs, Bodies', to address the intersectional effects of gender, race and class as ‘inequality regimes' in her 2006 article of that name. This research picks up her challenge to see embodied workers holding jobs in organizations structured simultaneously and interactively by gender, race and class processes. Rather than studying a corporate regime in which the actors are managers, supervisors and workers, this study looks at the organizational interactions among teachers and paraprofessionals in one large, urban and unionized school district in the United States. We look at skill, care and respect as three dimensions of interaction embedded in the occupational demands and specific job requirements of teachers and paraprofessionals, and some of the tensions this regime produces between the largely White teachers and the women of colour who are the paraprofessionals. By highlighting the largely invisible racialized work of supporting the moral worth of students and staff, we extend the understanding of skill and care beyond a binary model.

show abstract

Section: Credentialismmentioning

confidence: 99%

Schools as workplaces: Intersectional regimes of inequality

Quinn

Ferree

2017

Gender Work & Organization

View full text Add to dashboard Cite

show abstract

“…Paraprofessionals, unlike teachers, have historically resembled the student population in racial, ethnic, and class backgrounds. Paras today, as in the 1960s when they first entered public schools, are majority Black and Latina women who live near the community in which they work (Haring, Saren, Lovett, & Shelton, 1992;Kaplan, 1977;Lewis, 2005). Therefore, paras are often the only adults of color working directly with students in schools.…”

Section: Credentialismmentioning

confidence: 99%

Schools as workplaces: Intersectional regimes of inequality

Quinn¹,

Ferree²

2017

Preprint

View full text Add to dashboard Cite

Joan Acker extended her 1990 brilliant and path-breaking article, “Gender, Jobs, Bodies,” to address the intersectional effects of gender, race and class as “inequality regimes” in her 2006 article of that name. This research picks up her challenge to see embodied workers holding jobs in organizations structured simultaneously and interactively by gender, race and class processes. Rather than studying a corporate regime in which the actors are managers, supervisors and workers, this study looks at the organizational interactions among teachers and paraprofessionals in one large, urban and unionized school district in the U.S. We look at skill, care and respect as three dimensions of interaction embedded in the occupational demands and specific job requirements of teachers and paraprofessionals, and some of the tensions this regime produces between the largely White teachers and the women of color who are the paraprofessionals. By highlighting the mostly invisible racialized work of supporting the moral worth of students and staff, we extend understandings of skill and care beyond a binary model.

show abstract

When Believers Encounter Early Intervention

Carnahan¹

2014

International Journal of Early Childhood Special Education

View full text Add to dashboard Cite

This paper explores a point of contact between religion, spirituality, and the care of very young children with disabilities: the assessment interview and team meeting. One case study is presented, and interpreted in a contrast between biomedical and interactional models of disability (Smart & Smart, 2006). Issues are addressed in the larger context of the relationship between religious values and early intervention, and implications for training of interventionists.

show abstract

A study of the demographic and attitudinal differences between paraprofessionals and teachers in self-contained special education classrooms

Cited by 3 publications

References 10 publications

Schools as workplaces: Intersectional regimes of inequality

Schools as workplaces: Intersectional regimes of inequality

Schools as workplaces: Intersectional regimes of inequality

When Believers Encounter Early Intervention

Contact Info

Product

Resources

About