Latino Parental Involvement In One Elementary School PDF Download

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: 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: 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: 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: Lakshmi Subramaniam
Publisher:
ISBN:
Category :
Languages : en
Pages : 156

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Book Description
Author's abstract: The face of America's school is changing bringing in students from all over the world, predominantly Spanish speaking students from Mexico and Central and South America. Parents of these students are trying to balance the various challenges that moving to a new country can bring, including fostering success in school for their children. Oftentimes, their jobs, their immigration status, or their lack of education prevent them from speaking out and sharing their experiences. Many of these families are in areas of the country where immigration issues are relatively new. Unfortunately, statistics on academic achievement and drop-out rates for these Latino students are alarming. The educational community must create opportunities for these parents and students to experience academic success. Critical race theory encourages storytelling from the perspective of the less heard. Furthermore critical pedagogy encourages dialogue and an understanding of context and life experiences as educators prepare the young men and women for their future. This qualitative case study using an ethnographic design, set in a large, urban school district in Georgia provided Latino parents of elementary school children, a platform to share their perspectives on parental involvement in school and at home, its impact, and its barriers and facilitators. Using participants from the schools, the researcher conducted interviews and focus group meetings. The researcher found that parents, in spite of barriers that may exist, want their children to experience the American dream. They were prepared to do whatever it takes to help their children and remained hopeful for their future. The researcher provided insight for the educational community in the selected Georgia district as well as those that are similar on how to collaborate with Latino families to foster success for all students.

Author: Anabel Serrano
Publisher:
ISBN:
Category :
Languages : en
Pages : 53

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Book Description
Latino communities in the United States consistently lag behind other ethnic groups in educational achievement. One factor in achievement is the involvement of parents in the school environment, as research suggests a strong correlation between highly active parents at schools and high levels of achievement in children. Other studies indicate that Latino parents are less likely to be active participants in schools than their counterparts in other ethnic groups. These low rates of involvement are often attributed to chronic socioeconomic difficulties Latino communities encounter in the U.S., regardless of geography. This study hypothesizes that geography is a factor in the rates of school-based parental involvement among Latinos, specifically in terms of the distribution of these communities throughout the city of Los Angeles. The question motivating this research is whether or not rates of parental involvement for Latinos are related to the density of the Latino population in a given neighborhood. To pursue this ix question, rates of involvement among Latino parents in elementary schools of the Los Angeles Unified School District were examined, with a focus on neighborhoods where Latinos were the overwhelming majority, a clear minority, or an intermediate population. The results indicate the possibility of a specific geographic component to Latino parental involvement in elementary schools. There were higher rates of involvement among Latino parents when they were a clear minority or intermediate population compared to when they were an overwhelming majority. While this is an exploratory investigation, the findings indicate compelling geographic patterns worthy of expanded study.

Author: Monica Yepez Tafoya
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 54

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Book Description
The purpose of this research was to explore the experiences and perceptions of Latino parents and their parental involvement with the Ceres Unified School District. This qualitative study explored a total of six participants. All participants' primary language was Spanish, whose children were enrolled in an elementary school in Ceres Unified School District, and were Latinos. Data were collected through conducting face-to-face interviews using open-ended questions in Spanish. The findings revealed that participants felt comfortable participating in their children education due to the fact that the school provides translators when needed. Latino parents also identified barriers for their involvement such as work schedule, transportation, and child care services. It was found in the study that participants identified the need of English classes to learn English to help their children with their homework, transportation, and child care. It is recommended that social workers work together with the Latino community to overcome these barriers. Community organizations and leaders can work together to provide services such as transportation and English classes. A recommendation for future research would be to create a bridge of communication between parents and the school. Parents might gain a clearer understanding of what is expected from them. In addition, future researchers should use a Participatory Action Research approach to involve parents in the design and evaluation of the intervention programs.

Author: Emily D. Sanz
Publisher:
ISBN:
Category :
Languages : en
Pages : 300

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Book Description
The purpose of this qualitative case study is to examine the involvement of Latino parents of elementary English language learner students with distance learning during the COVID-19 pandemic. This case study explored Latino parental involvement, in order to help further understand the inequities for Latinos with distance learning and examine how parents understand involvement in their children's education. This qualitative case study utilized sixteen semi-structured parent interviews, two teacher focus groups with a total of eight teachers, and one administrator interview, in order to determine the emerging themes and patterns. Teacher participants in this study possessed between six and fourteen years of teaching experience and are currently teaching classes in 1st grade and 4th grade. The administrator participant possessed 27 years of experience in education. This study was conducted based on the Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) as conceptual frameworks that offer a way to analyze parental involvement and develop more culturally relevant practices using a social justice lens. Implications for social change include knowledge useful for administrators, teachers, parents, and other researchers who desire direction in improving Latino parental involvement and increasing student achievement.

Author: Gabriela Romero
Publisher:
ISBN:
Category :
Languages : en
Pages : 71

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Book Description
Parent involvement in the classroom is a challenge to acquire for communities that have not had positive experience with schools, specifically Latinos. The issues with overcoming the lack of Latino parental involvement can be addressed by educators with a focus on culture, andragogy and effective outreach. This project includes a set of workshops to reach out to Latino parents and help them understand schooling and learn how to support their child's learning at home. The workshops are designed with a focus on Latino culture (culturally relevant pedagogy), best practices for adult learning (andragogy) and effective instruction (Understanding by Design (Wiggins & McTighe, 2005). The project consists of five workshops: What are (Homework) Boundaries?, How to Make a Special Place to Do Homework, Better Communication Between Parent and Child, Math Support Strategies, and Getting Involved with the School. Each workshop has been developed to provide engaging activities that are supported by culture and language. The workshops focus on the importance of parent involvement, culture, and developing a relationship between parents, children, and teachers.

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.