Author: Berenice Regina Onofre Vasquez Publisher: 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.
Author: Concha Delgado Gaitan Publisher: 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.
Author: Teri Mora Publisher: ISBN: Category : Culturally relevant pedagogy Languages : en Pages : 0
Book Description
Purpose: Relatively little is known about how rural schools with high Latino populations effectively engage parents in their children’s education. This article uses mixed methods to examine the attitudes, beliefs, and expectations of administrators, teachers, and parents, looking for commonalities as well as dissimilarities in their perceptions. Research Methods: Data were gathered using a mixed method approach, including both a Likert type scale and open-ended questions on a survey with a representative sample of seven principals, 54 teachers, and 169 parents in a rural school district of Oklahoma. Data analysis techniques included qualitative analysis by coding, looking for patterns and themes and quantitative analysis using Observation Oriented Modeling and descriptive statistics to examine variations between the elementary and secondary levels as well as between teacher and parent responses. Findings: Results indicate that this rural school district can improve on successful strategies to engage Latino parents, particularly by utilizing culturally relevant techniques and social network theory as Latino parents, in particular, look for ways to engage on a more personal level. Implications: The findings of this study validate the importance of increasing Latino parent engagement in schools to better address student achievement levels. As the Latino population continues to grow and as more rural schools undergo these demographic shifts, this research will give current and future administrators and teachers better information to help shape parental engagement practices to ensure success for all students.
Author: Lakshmi Subramaniam Publisher: ISBN: Category : Languages : en Pages : 156
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: Robert D. Putnam Publisher: Simon and Schuster ISBN: 1476769907 Category : Business & Economics Languages : en Pages : 400
Book Description
"The bestselling author of Bowling Alone offers [an] ... examination of the American Dream in crisis--how and why opportunities for upward mobility are diminishing, jeopardizing the prospects of an ever larger segment of Americans"--
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Southwest Solutions Publisher: Southwest Solutions ISBN: 1942011474 Category : Family & Relationships Languages : en Pages : 126
Book Description
We are a nation of immigrants. In this book, you’ll discover an innovative program in Detroit that teaches Hispanic-immigrant parents English while these parents also are ensuring their children’s success at school. From cleaning up schoolyards to hosting a neighborhood celebration of literacy, these newcomers are transforming their city. Through books in The Bib to Backpack Learning Series, you’ll learn how these remarkable programs started, evolved and are growing today.
Author: Carla De La Torre Publisher: ISBN: Category : Languages : en Pages : 169
Book Description
The impact of parental involvement in a child’s academic success has been well-documented; however there is considerably less research that focuses specifically on Latino parent engagement and its potential to improve schools given the rising numbers of Latino students attending U.S. schools. Few studies have focused on the strengths that Latino families pass onto their children and how those strengths can be leveraged to better connect schools with Latino parents and develop schools where students feel their parents are respected (Rioja-Cortez & Bustos Flores, 2009). This research study set out to explore Latino parent engagement through the eyes of Latino parent leaders within one school district. The purpose of this research study was to identify and analyze how and why Latino parents become engaged within a school and district culture; in addition to learning what potential factors may exist that move Latino parents along a continuum of involvement and engagement into leadership and change agency. The researcher was interested in learning about Latino parent leadership, based on a hypothesis that Latino parent leadership may have the potential to impact the schooling experiences for Latino children and their families. A review of existing literature on parental engagement among Latinos, helped to develop a conceptual framework where four major themes emerge: 1.) Parent engagement produces more positive outcomes than traditional types of parent involvement; 2.) School personnel and Latino parents differ in their perceptions regarding what constitutes as parent involvement; 3.) Latino parents utilize culturally embedded strategies to promote their children’s education; and 4.) Home-based forms of engagement have been found to be more effective than school-based involvement. The four themes came together to shape a conceptual framework where whenever Latino parent backgrounds were valued and treated as legitimate sources of strength and when these Latino parents could identify with these strengths and use these strengths to connect with new forms of school information and knowledge, Latino parent leadership could be born and develop. In short, this study seeks to better understand Latino parent engagement and leadership as experienced by a group of Latino parent leaders in one school district.
Author: Roberto Baeza Publisher: ISBN: Category : Academic achievement Languages : en Pages : 125
Book Description
The questions associated with the potential influence of parental involvement on students' achievement at school have long been a focus of educational research. In particular, the involvement of immigrant Latino parents on the success of their children at school has been a matter of debate. This question is especially important with regard to students from Latino backgrounds who have the highest dropout rate across California and the United States. While the popular views are that Latino parents' involvement brings little benefit and that Latino parents are unwilling to be involved in the educational matters of their children, this study sought to determine whether these views could be validated empirically with regard to 5th graders. Specifically, the purpose of the study was to examine the level and nature of the involvement of immigrant Latino parents in their high-achieving children's school activities with the aim of establishing ways and means through which all parents can be empowered to help their children achieve academic success. The objectives of the research were to explore immigrant Latino parents' participation in their high-achieving children's schooling; to determine how limited English-speaking Latino parents supported their children in becoming high achievers; to describe what Latino parents do in and out of school to support their children's academic performance; and to examine the home and school environment to which Latino high-achieving students are exposed for maximum opportunities for academic skills. To achieve the objectives, the author employed a qualitative research design. Specifically, qualitative data was collected from individual interviews with a random sample of ten immigrant Latino parents and their 5th grade students who have shown a pattern of high academic achievement as defined by the California Standards Tests (CSTs) over the course of three years data. Interview data revealed that Latino parents are interested and are involved in their children's education. The involvement of these particular immigrant parents in their high-achieving children's education occurs primarily at home and secondarily at school. The study found that low educational background and specific cultural practices did not prevent these parents from being highly involved in their children's education both at home and at school. Parents mentioned their role in enhancing children's motivation, developing love for schooling, providing outside help by, for example, hiring experts to help. At the same time, the teacher-parent connection was found to be quite limited with the major obstacle being the language barrier. Students were found to positively assess their parents' involvement in their education. The findings illustrate the experience of immigrant Latino parents in promoting the education of their high achieving children. Specifically, the findings validate the importance of parental involvement in education of their primary school children and provide the background for recommendations as to making this involvement more effective.
Author: Susan F Tierno Ed D Publisher: Andamio Press, LLC ISBN: 9780578853239 Category : Languages : en Pages : 206
Book Description
THIS BOOK is not a technical, academic book. It is a template for creating parent engagement through brain-based learning initiatives. It uses several approaches that hook parents into engagement, specifically, in Hispanic districts and schools. It is a scaffold filled with a choreagraphy of brain-based strategies for your Title I schools.I believe Andiamo! is significant and relevant because parents want to know how to help thier children in their educational journey. Parent trainings are essential in order for true engagement to take place. Susan's model works. I personally observed how much it helped the parents from our district that participated in this training.PAT CAMPOS, TITLE 1 PARENT AND FAMILY ENGAGEMENT COORDINATOR, LAREDO, INDEPENDENT SCHOOL DIATRICT, TX
Author: Berenice Regina Onofre Vasquez
Author: Concha Delgado Gaitan
Author: Teri Mora
Author: Lakshmi Subramaniam
Author: Robert D. Putnam
Author: Joyce L. Epstein
Author: Southwest Solutions
Author: Carla De La Torre
Author: Roberto Baeza
Author: Susan F Tierno Ed D