Individual and Familial Stressors Among Rural Nebraskan, Bilingual, Paraprofessional Educators

Authors

Rochelle L. Dalla, University of Nebraska-LincolnFollow
William E. Lopez, University of Nebraska-LincolnFollow
Vicky O. Jones, University of Nebraska-Lincoln
Yan Ruth Xia, University of Nebraska-LincolnFollow

ORCID IDs

Rochelle L. Dalla

Date of this Version

8-27-2006

Comments

Published in Journal of Hispanic Higher Education 5 (2006), pp. 127–141; doi 10.1177/15381927052851 66 Copyright © 2006 SAGE Publications on behalf of American Association of Hispanics in Higher Education, Inc. Used by permission. http://jhh.sagepub.com/cgi/content/abstract/5/2/127

Abstract

Individual (e.g., depression, learning styles) and familial (e.g., social support) factors affecting the psychosocial well-being of bilingual, rural Nebraska, paraprofessional educators were examined. Of 26 participants, 15 were first and 5 were second generation Hispanic immigrants. All were currently (n = 20) or formerly (n = 6) involved in an online, distance education, bachelor’s degree program in elementary education, with English as a second language certification. Results from data analyses are presented, as are suggestions for working with unique populations.