Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students

Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experiences, primary language, and interactional styles facilitates meeting students' academic and social needs. Findings also suggest that school roles position teachers and paraeducators to focus on different aspects of children's development.