Factors that Contribute to Parental Involvement of Latino Parents in a Title 1 Elementary School PDF Download

Author: Soo Yeohn De Santiago
Publisher:
ISBN:
Category :
Languages : en
Pages : 140

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Book Description
The purpose of this study was to analyze the factors that contribute to the involvement of Latino parents in a Title I elementary school. The participants were thirteen Latino parents from Mexican origins that resided in Southern California. They answered a cross-sectional survey that focused on their experiences, perceptions, and attitudes on parental participation. After the data was collected and analyzed a clearer picture of Latino parent participation was painted through the demographic information and consistent trends started to surface. The common themes that emerged from this research were that parents with more education and income participated more in school and their child's education. Marital status, lack of time, and childcare were contributors or barriers to parent participation. Language was not a barrier that hindered parent involvement at this school. There was immense lack of male participation, technology literacy, and a high desire from the parents to learn computer skills and English. Overall, there was an incredible need for more research on Latino parental participation in order to meet the growing needs of this underserved population.

Author: Rosa Iris Ortiz
Publisher:
ISBN:
Category :
Languages : en
Pages : 170

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Book Description
This study examines the factors that contribute to the involvement of Latino parents in a dual language elementary school, located in southern California. The research used a triangulation of mixed-methods approach (e.g., surveys, interviews, theory of Cultural Capital). Results indicate that Latino parents (n=13), were overall less involved in school practices, compared to parents of the dominant group. The primary factors or barriers to parent participation were parents’ financial, educational, and cultural contexts. A language barrier did not hinder parent involvement at this school. The findings will assist educators to look beyond the common misconceptions of “parents are just not interested” or “they don’t want to be involved.” This research provides educators with recommendation and strategies to involve Latino parents in affirming and empowering ways. Overall, there is still a great need for further and deeper research on Latino parent involvement in dual language schools to truly provide parents with opportunities to take a more meaningful role in the education of their children.

Author: Christine Niven
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 105

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Book Description
The purpose of this research is to provide insight into immigrant Latino parents' perspectives on parental involvement in elementary school settings as influenced by the Title I Family Literacy Program (TFLP). A comparison is made of Latino parents who have been participating in the TFLP for more than one year, participants new to the program and Latino parents who chose not to participate in the TFLP. Both quantitative and qualitative data were collected via a survey and individual interviews of randomly selected members of each comparison group. All research participants were immigrant Latino parents with children at one of ten Title I elementary schools operating a TFLP. The schools are part of a large, urban school district in the Southwest. Findings indicate the TFLP has a positive effect on parental involvement practices of immigrant Latino parents. Participating parents showed increased confidence in their ability to support their children's education and program participants are more engaged in school activities. The results of this study imply participation in the program for one year or more has the most impact on families. Parents who participated for more than one year communicated a high sense of responsibility toward their influence on their child's education and upbringing and an understanding of strategies needed to effectively support their children. This research also identifies barriers parents face to participation in the TFLP and parental involvement in general. Implementation of family literacy programs in other districts would need to follow guidelines similar to this TFLP to achieve comparable results. More research is needed on the effects of this program on parents, children, and school staff.

Author: Concha Delgado Gaitan
Publisher: Corwin Press
ISBN: 148336030X
Category : Education
Languages : en
Pages : 161

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Book Description
"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.

Author: Elva Hernandez Mora
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 250

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Book Description
The middle school level years demand critical attention in educational reform. Culturally diverse students in the United States show levels of academic achievement which are lower then those of other students. Children from oppressed minority groups often show high rates of dropping out as well as poor academic achievement. They are often profiled as students who are unmotivated and who have parents that are unresponsive to their growth and development in terms of educational attainment. However, this conception of poor academic achievement and lack of parental involvement is unfounded since research indicates that culturally diverse parents value education and have high standards for academic excellence in student performance. The purpose of this study was to examine factors that promote Hispanic parent involvement at the middle school level. A triangulation analysis was used as a guiding methodology for the development of a conceptual framework for a Hispanic parent involvement model at the middle school level. The triangulation analysis was accomplished through a methodological mix by using strategies that identified the factors that promoted Latino parent involvement at the middle school level. Three goals were achieved in the triangulation analysis: (1) the current review of the literature was studied in order to analyze successful parent involvement models for Latino parents; (2) interviews were conducted with expert panel members in the content area and analyzed to yield themes that emerged from the study; and (3) Mexican and Mexican American parents participated in focus group interviews. Mexican and Mexican American parents were interviewed concerning their needs in the development of a Hispanic parent involvement. A collaborative Hispanic parent involvement model was developed. The results of the study showed that in order to implement a Hispanic parent model at the middle level, there were critical themes which emerged including parent development, communication development, cognitive development, decision making, and social and cultural processes. These critical components used can be applied to culturally diverse parent typologies. The development of a collaborative model for Latino parents engages students, parents, and staff members to become active constituents and become empowered in a democratic participatory process. Mexican and Mexican American parents become change agents in socio-political and cultural contexts for systemic change in order to improve educational reform. Epstein's typology of "overlapping spheres of influence of family, school, community on children's learning" has major impact in school improvement and in the effectiveness of reaching out to parents in home-school collaboration. The results of the qualitative study indicated that in order to work effectively with culturally diverse parents, educators need to understand and be aware of the socio-political and cultural aspects of culture sensitivity, family values, language, belief system, and traditions. Culturally diverse parents are unique constituents that are powerful stakeholders in their children's education. The basic implications for this study are that the collaborative model may be used as a practical application model at the K-12 grade level, to understand adolescent development, to improve and increase parent participation, and to empower parents to be partners in education. This Hispanic model can be used as a formative evaluation to improve the instructional services to all constituents since the model will have a profound impact on parental participation and a direct influence on student achievement.

Author: Tracy Bodenstab
Publisher:
ISBN:
Category : Aurora University
Languages : en
Pages : 180

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Book Description

Author: Nelly Peña-Gaviria
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 304

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Book Description
The purpose of this study was to investigate and describe the stakeholders' perceptions of Latino parental involvement in one elementary school of a district that had recently shifted from majority Anglo enrollment to majority Latino enrollment, and to describe how the characteristics of the school affected the participation of Latino parents in the education of their children. This case study provided the opportunity to listen to the voices of the parents', front desk personnel, teachers', and administrators' and use exploratory techniques to understand the stakeholders' points of view of Latino parental involvement. This investigation sought to gain a deeper understanding of the relationships between parents and educators and help school personnel be more attentive to the needs and concerns of Latino parents, evaluate their practices, and create a school environment that encouraged and supported Latino parental involvement. The study found that the children were being explicitly or implicitly named as a motivating factor for Latino parents to become involved in the school, that there were a limited number of Latino parents that were actually involved in the education of their children, and that the school's stakeholders had conflicting points of view about Latino parental involvement. Moreover, the study found that Latino parents wanted to be involved; however, there were barriers that diminished the desires of Latino parents to be involved.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309164818
Category : Social Science
Languages : en
Pages : 502

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Book Description
Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.

Author: Charity Brooks Marshall
Publisher:
ISBN:
Category :
Languages : en
Pages : 246

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Book Description
Parent involvement is a crucial aspect of a child's education, reinforcing the importance of education both at home and at school. However, parents of ESL students can have little to no involvement in their child's education due to circumstances beyond their control. By documenting the impact of Family School, a parent involvement program, on parents', translators' and teachers' attitudes towards parent participation in elementary school, the study identifies factors that can improve the parental involvement of limited English proficient parents. Questionnaires, interviews, and observations were used to identify the factors that both encourage and discourage parent involvement, as well as to portray the impact of a parent involvement program on participants' attitudes. The results revealed that the language barrier and lack of teacher communication are the primary factors that discourage parent involvement, while student success and successful teacher communication are the main factors that encourage parent involvement. Family School had a positive impact on the majority of its participants, changing the ways in which each group viewed the importance of parent involvement. When parent involvement programs create opportunities for parent education and involvement with their child's education, and are sensitive to the needs of non-native English speaking parents, the parents will benefit significantly from these endeavors.

Author: Isabel Romero Soliz
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 106

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Book Description
Public schools with a large Hispanic student population often claim lack of parental involvement (Le. classroom volunteers, participation in ParentTeacher Organizations) as a major cause of poor academic achievement by the students. Many Hispanic parents have a different idea about what their roles are in their child's education and are not familiar with the research on parental involvement as defined in the United States. The purpose of this study was to explore the thoughts, and the perceived roles and responsibilities of Hispanic parents, and their involvement in their child's education at home and school. The research participants of this study were the parents of nine, Hispanic English Learner (El) students of an elementary school in a middle class neighborhood of a city in southwestern Riverside County. Parent questionnaires and recorded interviews were used to collect pertinent data for this project. It was found that most parents felt that their role in their child's education was centered on helping their child with homework. In this way, they perceive themselves as being actively involved in the education of the child. This study highlights the need for administrators and teachers to further their under-standing of the factors that create barriers for Hispanic parents within schools.