Abstract
The great majority are also either Black or Hispanic. They have all had at least a high-school education of some sort or other. But above all, they are enormously interested in their involvement with the New York City public school system; their sense of dedication is perhaps their single most outstanding quality. They do not wish any children, their own or others', to be educationally deprived, having themselves been more or less, mostly less, deprived. Within the schools, they serve in a wide range of functions. Some are little more than messengers, a status which they do not particularly enjoy; others are asked to teach classes themselves. In the latter case, the paraprofessional may enjoy the job but does not relish being made use of by the official teacher. (Needless to say, paraprofessionals are not supposed to do the teaching.) But all of them, in whatever capacity they serve, do enjoy their contacts with students, and many feel that they are much closer to the students than are the official teachers.
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