Author: Gabriela Romero Publisher: ISBN: Category : Languages : en Pages : 71
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: Lindsey Snyder Hogan Publisher: ISBN: Category : Languages : en Pages : 115
Book Description
The educational plight of Latino students in the U.S. is an increasing concern given the low achievement and attainment status of this population. Although many risk factors associated with underachievement are difficult to alter, parent educational involvement has been shown to positively impact learning outcomes. In this study, parental home- and school-based involvement practices and educational aspirations were compared in a large (n = 6085), nationally representative sample of Latino (n= 1,313) and non-Latino white (n = 4,772) first grade students. The role of these forms of involvement in predicting student achievement in third grade was then assessed. Findings indicate that Latino parents had higher educational aspirations for their children but were less involved at home and school than non-Latino white parents. Multiple hierarchical regression analysis showed that socioeconomic status and parental aspirations, respectively, were the most significant predictors of achievement among Latino and non-Latino white students, even when controlling for SES. While higher levels of school-based and lower levels of home-based educational involvement significantly predicted achievement among non-Latino white students, educational participation was not predictive of achievement among Latino students. Language status served as a meaningful barrier to Latino parent involvement. Findings suggest that educators should harness Latino parents' high aspirations for their children by making greater efforts to communicate and engage them in their native language. Future research should assess non-traditional forms of Latino parents' educational involvement and explore involvement practices that are culturally sensitive and meaningful to Latino parents.
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: Elva Hernandez Mora Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 250
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: Joanna Danielle Saldaña Publisher: ISBN: Category : Languages : en Pages : 196
Book Description
Much of the literature on parent involvement from the educator's perspective focuses on programs designed to include parents in the process of schooling (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994). That is, parental involvement from most educators' points of view is about how to get parents into schools, or how parents can support the school's efforts at home by doing things like reading to their children. Many efforts are directed toward "training" parents about the American system of schooling and how parents can help their children succeed in that system (Bermudez, 1996; Epstein, 1992; Rioux & Berla, 1993). The goal of most educational research on parental involvement efforts is to find out how to make children more "ready" for school and how to improve academic achievement by supporting more rigorous school initiatives at home. The purpose of this study was to investigate the impact parent engagement has on the academic performance of Latino students attending a 4-year private institution. A quantitative multiple-choice questionnaire was given to 139 Latino students from University of the Pacific. By surveying Latino students enrolled at a private 4-year university, the researcher aimed to identify if certain aspects of parental engagement impacted their perceptions of their own ability and desire to pursue a college degree. Descriptive statistics were compiled from the data into graphs. Different families may require different responses or treatments from an institution to become more engaged. If policy and practice are designed to serve only one type of parent--namely, parents who are eager to be involved---others, such as parents of first-generation college students, may be left out. Those left out could provide an important source of support for their students in college.
Author: Susan Sonnenschein Publisher: Springer ISBN: 3030044866 Category : Psychology Languages : en Pages : 258
Book Description
This book offers a strengths-based, family-focused approach to improving the educational performance and school experience of struggling Black and Latino students. The book discusses educational challenges faced by low-income families of color and the different strengths within Black and Latino family life that can affect these challenges. It focuses building on these strengths within the children’s home environments that can serve as a foundation for subsequent learning. The chapters describe a wide range of family practices and beliefs, including development of interventions to support families that promote early language and literacy, early mathematics, and social skills. The chapters also present quantitative and/or qualitative studies using a strengths-based approach to parents’ socialization of their children’s early academic skills. Topics featured in this book include: Latino and Black parental resources, investments, and beliefs Academic socialization in the homes of Black and Latino preschool children Development of culturally-informed interventions to promote children’s school readiness skills Family-school partnerships as a tool for improving educational opportunities. Directions for future research Academic Socialization of Young Black and Latino Children is a must-have resource for researchers, educators, clinicians and related professionals, and graduate students in diverse fields including education, developmental and school psychology, family studies, counseling psychology and social work, and sociology of culture.
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: Rene D. Carranza Publisher: ISBN: 9781339455730 Category : Education Languages : en Pages : 153
Book Description
Latinos have a pattern of low academic achievement, starting in elementary school and persisting through high school and college. This pattern of achievement remains lower than that of any other group. In 2050, it is expected that Latinos will make up 30% of the U.S. workforce. This research looks at the role that parent involvement plays in academic achievement based on principals' perceptions. Perceptions are important because they influence behavior and decision making. The parent-involvement activities studied are based on the Epstein framework of six types. A survey was sent to 435 principals from the northwest suburbs of Chicago who served in schools that had a substantial Latino population. Statistical analysis of the data indicated that learning at home and communication were the two types of activities that 102 respondent principals viewed as most significant. They saw involving parents in decision making as having the least impact on achievement. Demographic characteristics of principals were reviewed, and gender, education, and ethnicity were significant in terms of the six types of parent-involvement activities. Qualitative data recorded from open-ended questions gave Spanish language services as the most important factor playing a positive role in family-involvement activities and lack of Spanish abilities on the part of school personnel and English deficiencies on the part of parents as the biggest barrier. The principals were asked if they had been trained in parent-involvement activities, and a full 73% of them said they had not had a single class in parent involvement in their professional preparation. Language services seem to be significant in increasing relationships between parents and school personnel. This can lead to better communication about how to support students at home and in school. It is clear from the study that principals could benefit from more training in this area in preparation for working with Latino student populations.
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: Gabriela Romero
Author: Lindsey Snyder Hogan
Author: Concha Delgado Gaitan
Author: Elva Hernandez Mora
Author: 
Author: Joanna Danielle Saldaña
Author: Susan Sonnenschein
Author: Lakshmi Subramaniam
Author: Rene D. Carranza
Author: Roberto Baeza