The Perceptions and Attitudes of Hispanic Parents Regarding Ways to Improve Parental Engagement at a Little High School in North Texas PDF Download

Author: Ruth DeAnda
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 234

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Author: Darren A. Cole
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 182

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Author: Teri Mora
Publisher:
ISBN:
Category : Culturally relevant pedagogy
Languages : en
Pages : 0

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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: Luis Ricardo Landa
Publisher:
ISBN:
Category : Education
Languages : en
Pages :

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Background: Research shows parent engagement positively impacts student academic performance, motivation, behavior, and attendance. The impact has been of such significance that legislation, such as the Every Student Succeeds Act (2015), has mandated parental engagement and tied campus funding to it. Unfortunately, legislation, funding, and awareness of the importance of engagement have not prevented the ‘secondary slump’ of parent engagement. Purpose: The purpose of this comparative case study was to fill a gap in the literature by focusing on parent engagement at predominantly Hispanic high schools. Guided by the Framework of Six Types of Involvement and the Ecologies of Parent Engagement Framework, this study aimed to understand what primarily Hispanic secondary campuses do to strengthen parent engagement, why and how parents engage with schools, and ways to strengthen their partnership. Methods: This study included two primarily Hispanic, Title I high schools identified by their district as “high parental engagement” campuses. Data were collected through informal observations, semi-structured focus groups and interviews, and document analysis. Interviews were transcribed, organized, and prepared for analysis to identify emergent themes. Results: Findings revealed that schools focus on educating families on high school expectations, academic and social impacts on student health, college and career readiness, and opportunities for parents’ personal growth. Resources provided to families included medical, employment, and recently, immigrant legal assistance. Parent engagement appeared motivated to hold students accountable for decision-making, while student aging and inherited independence deterred engagement. On-going communication, a welcoming environment, and staff member, such as a parent liaison, served to support engagement. Challenges included language barriers, demanding schedules, and negative impressions or experiences in school. Conclusion: The findings have implications for school and district policy, as well as for current and aspiring educational leaders who seek to serve and impact student achievement by improving parental engagement.

Author: Maria Estela Zarate
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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The Latino community has been characterized by low high school graduation rates, low college completion rates and substandard schooling conditions. As schools and policymakers seek to improve the educational conditions of Latinos, parental influence in the form of school involvement is assumed to play some role in shaping students' educational experiences. Despite this national interest in parental involvement, little research has been conducted on what constitutes parental involvement in the middle and high school years. Additionally, stakeholders hold diverse definitions of parental involvement, and little attention has been paid to how Latino parents, specifically, define parental involvement. The growing national interest in parental involvement and lack of research on Latino perceptions on the issue motivated the Tomas Rivera Policy Institute (TRPI) to examine what constitutes parental involvement for schools, Latino students, and Latino parents. In conducting this study, the Institute examined: (1) Latino parents' perceptions of their participation in the education of their children; (2) Schools' and teachers' expectations of parental involvement; (3) Programmatic initiatives addressing parental involvement in education; and (4) Latino students' perceptions of the role of parental involvement in their education. Findings indicate that divergent definitions and perceptions of parental involvement in education exist among different stakeholders and that schools lack clear organizational goals and objectives on how best to involve parents in the schools. These insights can inform discussions about how schools can best acknowledge, encourage, and increase parental involvement in schools. School administrators, school board members, corporate school partners, policymakers, outreach programs, parent leaders, and teachers may find study results useful as they seek to increase parental involvement in schools. A list of resources for further reading is included.(Contains 4 footnotes and 2 tables.).

Author: Claudia Alexa Corniel
Publisher:
ISBN:
Category :
Languages : en
Pages : 60

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Latino-Hispanic students currently begin their educational career learning less and underperforming their White counterparts. With this learning trajectory, Latino-Hispanic students are falling behind their peers, most notably within the core subject area of language arts. This achievement gap is a problematic issue that legislators, schools and educators continue to debate over how to effectively resolve. This study utilized a quantitative research approach to investigate attitudes and behaviors of Mexican American parents towards their children’s language learning. The purpose of this study was to understand the impact of parents’ language use, children’s language use at home, parents’ education levels, and household income on the perceptions of Mexican American parents with respect to their child’s language learning, the kinds of support they provide at home around language learning, and their engagement with school-based parental involvement activities. SPSS 22.0 was used to analyze the survey data. Descriptive statistics and mean scores were used to calculate frequencies of parental engagement and perceived value of language learning respectively. Overall, the findings suggest that Mexican American parents value their children’s language learning. Moreover, that they are involved with their child’s language learning in varying degrees. Implications of this study point towards more parent-teacher collaboration and a more efficient way of parent volunteer utilization in the classroom.

Author: Jane M. Robertson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 74

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Parental involvement in the education of their children has been a widely popular area of study in the past. There is general consensus among many scholars as to the importance and potential positive outcomes of effective parental involvement. Educational researchers such as Lee and Bowen (2006), Marschall (2006), and Jeynes (2007) agree that high levels of parental involvement can result in the improvement of students' academic achievement and improve their attitudes toward education. This area of educational research can be especially impactful among typically lower achieving subgroups of students, such as students of low socioeconomic status (SES) or English Language Learners (ELLs). That makes this issue particularly important for researchers studying English Language Learners or related fields, because parental involvement could have the potential to help diminish the achievement gap for them. The purpose of this research study is to investigate parental attitudes to and perceptions of their involvement in their child's education in a middle school setting in a small city school district in Western New York. It also seeks to delineate specific factors that parents at this school perceive to positively or negatively impact their involvement at the middle school level, specifically those related to language or cultural differences. The goal of this study is to determine specific ways this school can improve parental involvement and home-school relationships for Spanish-speaking parents' based on their own perceptions, in turn, improving the educational outcomes of their children. [from author's abstract]

Author: Paul Gasbarra
Publisher:
ISBN:
Category :
Languages : en
Pages : 28

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In many respects, Hispanic families share the aspirations and anxieties of many other families nationwide: They are keenly focused on the role completing high school and going to college will play in their children's future. Students and young adults see success in school and college as key to interesting work and a prosperous future, and most are optimistic about their prospects. Yet Hispanic parents, students and young adults also describe concerns, ideas, approaches and relationships with the public school system in ways that are sometimes distinctive. This brief, graphical summary, based on Public Agenda surveys taken over the last few years, lays out the chief differences and similarities. Summarized findings are taken from three different Public Agenda reports: (1) "Life after High School: Young People Talk about Their Hopes and Prospects" (2005); (2) "Reality Check 2006" series; and (3) "Squeeze Play: How the Public and Parents--White, African-American and Hispanic--View Higher Education" (2007). Unless otherwise indicated, analysis compares results from Hispanic respondents with those from all other populations combined. Reported findings include: (1) Hispanic parents place a very high value on college, and they are more likely than other parents to believe that a college degree is necessary for a decent job and middle-class life; (2) Most Hispanic parents trust and respect educators; they are more likely than other parents to believe that teachers and school officials are doing a good job in many key areas; (3) Despite their respect for educators, Hispanic parents are substantially more likely to say that a lack of resources and dropout rates are "very serious" problems at local schools; (4) Hispanic parents are more likely to question whether local schools are preparing their children for high school, teaching English quickly and effectively and offering strong math and science education; (5) Hispanic parents are considerably more likely than parents in general to voice concerns about safety and discipline in local schools; (6) Hispanic parents voice strong support for continuing to raise standards and other measures to improve high schools, but they are somewhat more concerned than other parents about toughening requirements for a high school diploma; (7) Hispanic middle school and high school students, like other students nationwide, voice many positive views about their schools and teachers; (8) Hispanic students confirm many of the key problems their parents see in local schools; (9) Most Hispanic young adults say their parents and teachers encourage them to go to college and that their friends respect people with college degrees; however, they are considerably less likely to have friends who are going to college; and (10) Hispanic young adults are more likely to voice concerns about getting enough money to go to college. (Contains 4 footnotes and 43 figures.) [For designated sourced reports, see ED485309 ("Life after High School: Young People Talk about Their Hopes and Prospects"), ED493658, ED493659, ED493660, and ED494314 ("Reality Check 2006" ).].

Author: Carla De La Torre
Publisher:
ISBN:
Category :
Languages : en
Pages : 169

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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: Evangelina M. Cantu
Publisher:
ISBN: 9781303136108
Category :
Languages : en
Pages : 200

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Significant evidence suggests that parent participation and involvement are beneficial for student success. Latino parents, however, have historically been portrayed negatively in their role in their children's education. Deficit thinking paradigms have framed much of the negative depictions about Latino parents. This study proposes that the negative portrayals of Latino parents may in part be a result of how parent involvement has been traditionally defined. Schools define parent involvement in ways that Latino parents may not conform to. As a result, schools label parents as non-involved. In an effort to demystify the myth that Latino parents do not value nor care for their children's education, this study set out to examine Latino parents' perceptions about parent involvement as well as how they involve themselves in their children's education. The findings suggest that Latino parents define and perceive parent involvement in ways that differ significantly from the way schools have defined it. Furthermore, parents' perceptions of their roles, the role of the school and the teachers point to a need to examine how these perceptions intersect with the perceptions of the school and the teachers. This study presents an alternative way to view parent involvement. It is concluded that the negative depiction of Latino parents is due in part to the fact that schools are expecting them to conform to practices and engage in activities that are not necessarily what they view as important in their children's education. Further research that provides a more inclusive definition and expands the discourse about Latino parent involvement is suggested.