‘Teachers should be like second parents’: affectivity, schooling and poverty in Mexico

Blasco, Maribel

doi:10.1080/0305792042000294797

Cited by 11 publications

(6 citation statements)

References 18 publications

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“…Qualitative research provides insights into adolescents’ views of the importance of teacher support (Blasco, 2004; Chhuon & LeBaron Wallace, 2014). In a study with urban American teens, a recurring theme was frustration over teachers who “just teach” and a desire for teachers to get to know them personally and find out “what’s behind the door” (p. 392).…”

Section: Are American Schools Places Of Community?mentioning

confidence: 99%

“…A 14-year-old student in a study of Mexican teens similarly noted:[T]here’s a need for a more personal treatment by teachers. As it is, they just walk into the classroom, give you instructions and this and that, when really they should be like students’ second parents … because you spend half your life in school and you always need some teachers to give you more support.” (Blasco, 2004, p. 376)…”

Section: Are American Schools Places Of Community?mentioning

confidence: 99%

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Are U.S. schools places of community? Does it matter?

Grover¹,

Boberienė²,

Limber³

2021

American Journal of Orthopsychiatry

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To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive. Public Policy Relevance StatementSchools are places of community for many, but certainly not all students. Because the school community impacts students academically, emotionally, and behaviorally, improving the school community, especially for students and families at higher risk for disengagement, will benefit individuals, schools, and society. We encourage teachers and administrators to adopt policies and practices that promote positive relationships, provide student-centered learning experiences, and maintain social-emotional support, including self-care for students and school staff. aaa C ommunity refers not only to a territorial or geographic unit, but also to the quality of human relationships (McMillon & Chavis, 1986). Members of a community feel that they belong, that they matter to one another, and that their needs will be met through their commitment to each other (McMillon & Chavis, 1986).Schools themselves host a community, one that is foundational for most children in the United States. They also play an integral part This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Section: Are American Schools Places Of Community?mentioning

confidence: 99%

Section: Are American Schools Places Of Community?mentioning

confidence: 99%

Are U.S. schools places of community? Does it matter?

Grover¹,

Boberienė²,

Limber³

2021

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

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“…Mexican maestras were able to avoid this conflict prior to the 1920s by leaving the workforce once they married 6 . A change occurred after the revolution, as maestras working in the countryside remained in the teaching force even after becoming mothers (Blasco 2004; González Jiménez 2009; López 2013; Soto 1990; Vaughn 1997). However, as seen in the cases presented here, a number of variables work against maestras’ children living with them in rural areas.…”

Section: Maestras As “Mothers Of the Nation”mentioning

confidence: 99%

“…In this context, male teachers are often expected to be disciplinarians in parallel to fathers' perceived role of head of household. Maestras' labor is viewed as a public extension of mothers idealized responsibilities for nurturing and socializing children (Blasco 2004;Brickner 2010;López 2013;Soto 1990). And yet, as in the trope of the more general "paradox of being a woman teacher" that Maria Tamboukou (2000) discussed, wives and mothers are criticized for "neglecting" household duties such as cooking and cleaning while teaching, or for bringing schoolwork home with them (see also Kang et al 2019).…”

Section: Maestras As "Mothers Of the Nation"mentioning

confidence: 99%

Bringing Home la Leche: Expanding Teachers’ Maternal Roles in Rural Oaxaca

Howell

2021

Feminist Anthropology

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Maestra (woman teacher) is the most common occupation of Mexican women who pursue higher education. This coincides with perceptions that teaching is a public manifestation of women's prescribed responsibility for socializing children. And yet, like women teachers elsewhere, maestras who are mothers routinely struggle to juggle their household, childcare and employment responsibilities. This ethnographic study explores the extreme work‐life imbalance experienced by rural maestras in the state of Oaxaca. Because the mountainous terrain and underdeveloped infrastructure complicate commuting, maestras assigned to isolated communities may stay in these villages while their children live with other relatives. This discussion explores ways that these women's extradomestic employment that is at odds with local ideals of the “good mother” who is at home with her children may actually help reshape constructions of maternal roles and responsibilities. Analysis of mothers' narratives reveals the emotional strains of being away from their children, and speaks to the pride these dedicated teachers take in “bringing home the milk” as economic providers. Ultimately, the tensions these agentive mothers confront and negotiate in their private and professional lives underscore ways that the prioritization of the latter in gender role norms limits women's options, choices and opportunities for full empowerment.

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“…Educational institutions are one of the major sources of behaviour modification. Hence, the institution, especially teachers who are believed to be the second parent of the child, should equip themselves to model it to their students (Blasco, 2004; Wentzel, 2002). Teachers are not only responsible to teach lessons in the curriculum but also be role models (Shein and Chiou, 2011) in forming good conduct, building a signature character and influencing them to exhibit value-oriented behaviours like self-discipline and moral, social and civic responsibility (Sihem, 2013).…”

Section: Introductionmentioning

confidence: 99%

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

Nishma

Sia

Roy

et al. 2023

JABS

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Purpose Based upon the broaden-and-build theory of positive emotions, this study aims to assess the role of perceived social responsibility (PSR) in mediating the relationship between gratitude and environmentally responsible behaviour (ERB) among teachers. Design/methodology/approach Data were collected, following a correlational design, from a total of 292 school teachers in Kerala state, India. In total, 256 data were taken for final analysis. Out of the total participants, 63.3% were female and the remaining 36.7% were male. Confirmatory factor analysis was carried out to verify the factor structure and discriminant as well as convergent validity of the study variables. The relationship between gratitude and ERB with mediating role of PSR was tested. Findings The mediation analysis output revealed that PSR fully mediates the effect of gratitude on ERB, and it is concluded from the findings of the study that ERB can be enhanced by humanizing the citizens to integrate social responsibility in their acts and promoting the significance of having positive emotions like gratitude to widen their thought–action repertoires. Research limitations/implications In line with the broaden-and-build theory, a positive state of mental faculty can be a prime facilitator to increase concern for green environments as an outcome of an expanded thought–action repertoire. The findings imply the importance of inculcating enduring personal resources like the sense of gratefulness as it weighs the effect of producing altruistic acts like ERB along with many other benefits associated with having a positive emotion which is obviously considered to be a fair contribution to serve social resources in the community. Social implications The study findings can be an inspiration for the formation of policies to encourage pro-environmental behaviour and to further expansion of policies like national education policy of India. As teachers being the facilitators of knowledge and wisdom, they are potential sources to inspire students to practice healthy behaviours, they can be better models by practicing ERB. Originality/value The authors have verified the application of broaden-and-build theory of positive emotion in the context of ERB along with identifying its relationship with gratitude and PSR.

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‘Teachers should be like second parents’: affectivity, schooling and poverty in Mexico

Cited by 11 publications

References 18 publications

Are U.S. schools places of community? Does it matter?

Are U.S. schools places of community? Does it matter?

Bringing Home la Leche: Expanding Teachers’ Maternal Roles in Rural Oaxaca

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

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