Author: Robert P. MorenoPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 30
Book Description
Latina Mothers' Involvement in Their Children's Schooling
Author: Robert P. MorenoPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 30
Book Description
The Relationship of Mental Health and Family Factors to Parental Involvement in Their Children's Education Among Latina Mothers
Author: Doratriz EquihuaPublisher:
ISBN: 9781124251714
Category : Education
Languages : en
Pages : 172
Book Description
Abstract: Research indicates that parental involvement in their children's education is beneficial to children, families, schools, and communities. Some research has suggested that Latinos may be less involved in their children's education, especially on school campuses, while other studies have found that Latinos are involved in their children's education in different, less traditional ways. This study investigated the relationships among mental health, family factors, and parental involvement in children's education among 43 Latina mothers of elementary school children. The findings suggested somewhat low involvement in their children's education but the most involvement occurred in home-related activities. These women showed little indication of stress and depression and these items were not significantly related to their involvement. Mothers' age and number of children were negatively related to some types of parental involvement while length of time in the United States was somewhat positively related to involvement in school-site activities. Implications for social work practice and future research are discussed.
Understanding Latina Immigrant Mothers' Involvement in Their Children's Preschool Education
Author: Manica Felicia RamosPublisher:
ISBN:
Category :
Languages : en
Pages : 384
Book Description
The overall goal of the present study was to examine Latina immigrant mothers' involvement in their children's preschool education, including how they were involved, the factors that motivated their involvement, and whether they encountered barriers to being involved. Both quantitative and qualitative methods were utilized; this mixed-method approach allowed for an enriched, elaborated understanding of the parental involvement of Latina immigrant mothers. Forty-three foreign - born Latina mothers with children attending a bilingual urban preschool program were interviewed one time. Latina mothers supported their children's education in various ways, including forms of parental involvement that have been established (e.g., home-based, school-based, and home-school conferencing) as well as alternative cultural models of parental involvement that are embedded within cultural values and beliefs (e.g., apoyo, consejos, and sacrificios). The factors that motivate parents' involvement (i.e., self -efficacy, role construction, and invitation for involvement) varied by the form of involvement being examined. Specifically, mothers' reported self-efficacy was related to home-based involvement. Knowledge and skill was related to school-based involvement. Mothers reported lacking time and energy due to work demands and schedules as the main barrier to their involvement. The findings of the present study highlight the need to understand the ways Latina parents support their children's education that may be informed by cultural values and community norms. By doing so we will acknowledge a more diverse set of parental involvement behaviors than are typically examined in research and visible to teachers. An expanded definition of parental involvement may be used to inform programs that seek culturally and contextually appropriate ways to engage Latina immigrant families in their children's education.
Latina Mothers' Involvement in Their Children's Schooling as Related to Variations in English-language Proficiency and Educational Status
Author: Jose Alberto LopezMexican/Latina Mothers Establishing Voice in School Contexts
Author: Esperanza De La VegaPublisher:
ISBN:
Category :
Languages : en
Pages : 520
Book Description
"My Goal is to Encourage My Children to Learn"
Author: Sara Noh-Mee-Hae HolmPublisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 130
Book Description
How do Latina mothers perceive their role in their children's education? What are their expectations of their children's teachers and school staff? Using a qualitative research design, these questions were addressed in a study of Latina mothers of early elementary school children in a small mountain town in Western United States. The interviews conducted revealed that these mothers' childhood and educational histories led to strong beliefs in the value of their children's education in the United States. The participants expressed strong desires to support their children's education through college. They also maintained the value of extended family they learned growing up among cousins and multiple generations by living near and continuing to share their lives with family as adults. Additionally, mothers relied heavily on social networks to stay informed about their children's school. The implications for this study are for schools to try to understand and relate to immigrant parents' educational histories and their relationship to education in the United States. Educators can be aware of the compounded costs and barriers to higher education that Latino families face due to a potential lack of familiarity with the education system, the importance for some families to remain invisible among potential legal threats and how this influences their decisions to participate or not in school activities.
Predictors of Latino Mothers' Involvement in Their Children's Education
Author: Liza Maria ArangoPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Parental involvement has a major influence on students' academic and overall success; however, Latino parents tend to be less involved than non-Latino parents. Additionally, Latino students have higher dropout rates than other ethnic groups, and their continued underachievement is of great concern to many educators. The purpose of this study is to better understand Latino mothers' involvement and identify the precursor factors that may influence these mothers' involvement in their children's education. Specifically, the study investigated specific family factors that may potentially impact Latino mothers' involvement at school and at home (i.e., mothers' number of years residing in the U.S., mothers' English proficiency, mothers' level of education, and mothers' mental health). Parental involvement and family factors were evaluated using a demographic parent interview, while mothers' mental health was evaluated using the Brief Symptom Inventory (BSI). All participants (N = 165) were Latino mothers of children who attended Head Start programs or kindergarten in public schools in five counties in Florida. Hierarchical linear models were utilized to evaluate the relationship between the different family factors and Latino mothers' involvement at school and at home. Results indicated that at school involvement was correlated to some extent with mothers' English proficiency, mothers' education level, mothers' anxiety (panic), mothers' hostility, and mothers' paranoid ideation. Additionally, findings suggested that mothers' English proficiency increased the predicted at school involvement score for the participants. The remainder predictors were not found to be statistically significant; thus further research must be conducted to examine and better understand parental involvement of Latino parents given that these parents are less likely to become involved in their children's education.
Latino Parents in a Primarily White and Relatively Affluent School District: The Story of Their Engagement in Their Children's School
Author: Berenice Regina Onofre VasquezPublisher:
ISBN: 9781369845358
Category : Educational administration
Languages : en
Pages : 204
Book Description
This qualitative study was undertaken to critically explore and explain the parent engagement of a group of immigrant Latina mothers at an elementary school located in a primarily White and relatively affluent school district in California, United States. The study examined the barriers that the group of Latina mothers encountered, along with the enabling factors available to them. Three research question guided the study: 1) How did one group of Latina immigrant mothers engage in a majority White and relatively affluent public school district, and how did they advocate for maintenance of a cultural event? 2) What barriers might inhibit Latino parent engagement in their children's school? 3) What enabling factors might enhance Latino parent engagement in their children's school? The study used Critical Race Theory as the theoretical framework. Data was collected through participant observation, interviews, document review, and field notes. A narrative inquiry method was used to chronologically narrate, as a series of events, the lived experiences of the group of immigrant Latina mothers. The study discovered a different situation than the deficit concept that Latino parents are not involved in their children's school. The findings narrate a counterstory in that a group of Latina immigrant mothers, with the assistance of community advocates, was able to infiltrate the elementary school's space of power and influence and effect change for the betterment of Latino parents, students, and the school in general. The group of Latina mothers was confronted with many barriers. Some of the specific obstacles that inhibited their engagement at their children's school were: 1) systemic White privilege; 2) race, racism, and a lack of Latino power and influence in school decisions; 3) administrative disregard for the importance of culture, 4) a Latino parent engagement equity gap, 5) parent low socioeconomic status, 6) parent language barriers, and 7) low parental educational attainment. On the other hand, there were enabling factors that supported the Latina mothers' engagement at their children's school, including: 1) resilience and resistance to being silenced, 2) in-group and community support, and 3) the parent educational programs in the community and at school. These factors supported their arduous trajectory to resolve their concerns, with one of their main concerns being the re-instatement of a 42-year-old Cinco de Mayo event at an elementary school. The results of this study are significant because, as the Latino community continues to expand into new reaches of the United States, Latino parents could likely encounter similar situations in their new communities. This qualitative study was undertaken to critically explore and explain the parent engagement of a group of immigrant Latina mothers at an elementary school located in a primarily White and relatively affluent school district in California, United States. The study examined the barriers that the group of Latina mothers encountered, along with the enabling factors available to them. Three research question guided the study: 1) How did one group of Latina immigrant mothers engage in a majority White and relatively affluent public school district, and how did they advocate for maintenance of a cultural event? 2) What barriers might inhibit Latino parent engagement in their children's school? 3) What enabling factors might enhance Latino parent engagement in their children's school? The study used Critical Race Theory as the theoretical framework. Data was collected through participant observation, interviews, document review, and field notes. A narrative inquiry method was used to chronologically narrate, as a series of events, the lived experiences of the group of immigrant Latina mothers. The study discovered a different situation than the deficit concept that Latino parents are not involved in their children's school. The findings narrate a counterstory in that a group of Latina immigrant mothers, with the assistance of community advocates, was able to infiltrate the elementary school's space of power and influence and effect change for the betterment of Latino parents, students, and the school in general. The group of Latina mothers was confronted with many barriers. Some of the specific obstacles that inhibited their engagement at their children's school were: 1) systemic White privilege; 2) race, racism, and a lack of Latino power and influence in school decisions; 3) administrative disregard for the importance of culture, 4) a Latino parent engagement equity gap, 5) parent low socioeconomic status, 6) parent language barriers, and 7) low parental educational attainment. On the other hand, there were enabling factors that supported the Latina mothers' engagement at their children's school, including: 1) resilience and resistance to being silenced, 2) in-group and community support, and 3) the parent educational programs in the community and at school. These factors supported their arduous trajectory to resolve their concerns, with one of their main concerns being the re-instatement of a 42-year-old Cinco de Mayo event at an elementary school. The results of this study are significant because, as the Latino community continues to expand into new reaches of the United States, Latino parents could likely encounter similar situations in their new communities.
Chicano School Failure and Success
Author: Richard R. ValenciaPublisher: Routledge
ISBN: 1134516436
Category : Education
Languages : en
Pages : 481
Book Description
Examines, from various perspectives, the school failure and success of Chicano students. The contributors include specialists in cultural and educational anthropology, bilingual and special education, educational history, developmental psychology.
Involving Latino Families in Schools
Author: Concha Delgado GaitanPublisher: Corwin Press
ISBN: 148336030X
Category : Education
Languages : en
Pages : 161
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.