Does Parental Involvement Increase Higher Education Among Latino/Hispanic Adolescents? PDF Download

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Category : Dissertations, Academic
Languages : en
Pages :

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Author:
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Category : World War, 1939-1945
Languages : en
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Author: Lindsey Snyder Hogan
Publisher:
ISBN:
Category :
Languages : en
Pages : 115

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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: National Research Council
Publisher: National Academies Press
ISBN: 0309164818
Category : Social Science
Languages : en
Pages : 502

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Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.

Author: Blanca Janeth Monzon
Publisher:
ISBN: 9781303206801
Category : Education
Languages : en
Pages : 96

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Abstract: Educational attainment has increased throughout the United States in recent years. However, Latinos trail behind other ethnicities in academic achievement and higher education attainment. An extensive literature review was performed to investigate the needs and barriers of Latino parent involvement as they relate to students' academic achievement. Shaped through the literature review, a program was designed in which goals and objectives were set in order to assist Latino parents increase their involvement in student's educational planning. The purpose of this project was to design a Latino parenting program that would contribute to students academic achievement, to identify potential funding sources, and complete a grant proposal to fund the program at a middle school in Southern California whose population reflects predominately low income Latino students. The actual funding and/or submission of this grant were not requirements for the successful completion of this academic project.

Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 295

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High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring

Author: Natasha Jamal
Publisher:
ISBN: 9780494728918
Category :
Languages : en
Pages : 146

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In order to better understand the specific mechanisms that may hinder high educational achievement among Latino students, this study explored the impact of parental working hours on parental involvement and school outcomes across three generations of Mexican-American youth. Results from a longitudinal data set revealed that constrained parental availability, related to increased working hours, had an impact on the amount of parental involvement for third generation students, but not on their academic outcomes. For first-generation students, parental monitoring (a form of parental involvement) was a significant positive predictor for grade 8 and 10 reading scores as well as high school completion among second-generation students. Results from this study suggest that increased parental monitoring may be beneficial for higher academic outcomes for first and second generation students. Future research will need to investigate what types of parental involvement may influence third generation students.

Author: Maria Lorena Meza
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 124

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Many universities grapple with Latino student retention issues. Latinos are the largest and fastest-growing ethnic group in the United States, yet they also are the group that has the least amount of formal education. The literature suggests that parental support helps Latinos succeed academically in elementary, middle, and high schools. However, there has been little research on how or even whether Latino parental support influences academic success at the postsecondary level. Consequently, there is a lack of knowledge about (a) Latino parental behavior and attitudes during the years their children attend college and (b) the relationship between parents' behavior and attitudes, on the one hand, and Latino college student academic achievement and retention, on the other. This study provides information about the role parental support plays in promoting the academic success and retention of Latino students in higher education. Central to this study is qualitative analysis of Latino parent narratives which focus on how parents feel about their children attending college, the impact that college attendance has on their child and the family, and the support they provide their children as they navigate the academic environment. The study also gathered data about parental perceptions of how the University supports—or fails to support—their children while in school, and how these perceptions impacted parents' support efforts and strategies. A case study/cross-case analysis design was used in the study. Parent participants were randomly selected from the parents of students who participate in the Educational Opportunity Program at a public four-year Hispanic Serving Institution. Findings suggest that Latino parents support their children in non-traditional ways. For example, they used, often quite consciously, public expressions of pride in their children's accomplishments to demonstrate support and motivate their children; also promoted self-respect and respect for others as foundational, ingrained values that they believed helped their children navigate through the challenges of university life. Parents also indicated that, in contrast to their direct involvement with schools in the K-12 years, they found few opportunities to be involved with the university. Still, they trusted the university to provide the sort of help that their children required.

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: Siobhan Nicolau
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80

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