A phenomenological study of caring mentor and teacher relationships described through the voices of second-generation Latino students in eight families in three rural settings.

摘要

This qualitative study examined U.S.-born second-generation Latino students' perceptions and beliefs of caring relationships with classroom teachers and community mentors who have influenced their role as students. The purpose of this study was to explore second-generation Latino students' perceptions, attitudes, and beliefs regarding the meaning of caring mentor and teacher relationships. A descriptive phenomenological approach was taken so that the lived experiences and voices of this understudied population of students could be heard. Semi-structured one-on-one interviews were conducted to hear detailed information directly from the students themselves. Fourteen students were selected from eight families in three rural settings. Statements were gathered into themes and a thorough description, including specific statements from the students. A discussion of the findings illuminates participants' perceptions regarding what it means to be second-generation Latino in rural settings. The students in this snowball sample were generally high achieving. This study revealed that caring mentor and teacher relationships have positive effects on student learning. The significant contribution of this study is not only to have revealed the lived experiences from the students' perspectives, but begin to typologize the dimensions of these students' perceptions of caring relationships. Suggestions for mentor, teacher, and school counselor in-service training and pre-service education are offered. Of these suggestions, cultural and linguistic understanding and respect regarding students who are bicultural are paramount.