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Author: Jessica Weiss Cummins Publisher: ISBN: Category : Languages : en Pages : 244
Book Description
This investigation centered on the relation between perceived parental support for college attendance and students' postsecondary educational aspirations and enrollment intentions. A particular focus of the examination was on the distinction between behavioral-based and non-behavioral-based forms of parental support (labeled interventionist and noninterventionist forms of support, respectively). Three hundred and thirty-seven twelfth grade Latino students who participated in the Puente Program--a research-based college preparation program--were surveyed twice during their senior year in high school. In the first survey, students indicated their own educational aspirations and expectations as well as their perceptions of their parents' aspirations for their education. They also specified their perceptions of parental support along various dimensions. When surveyed again at the culmination of their senior year, students reported on college preparatory actions taken and post-high school plans. The results of an exploratory factor analysis suggest that perceived parental support for college represents the expression of four distinct underlying dimensions, a more differentiated version of the two types of perceived support initially hypothesized. The factors labeled Broad Intervention and Intervention College Admissions correspond to the anticipated interventionist construct as they encompass survey items that assessed behavioral-based support. The factors labeled Nonintervention Purpose and Nonintervention Encourage are aligned with the anticipated noninterventionist construct as all the items within these subscales referred to non-behavioral motivational input. Investigation of the factors associated with various dimensions of support revealed that low-income, less educated Latino parents were less likely to support their children by interventionist means. Parents born outside of the United States were more likely to provide motivational encouragement intended to convey messages about the purpose of college (i.e., Nonintervention Purpose). Student characteristics in middle school were not significantly related to parenting styles of support provision. Results further indicate that there was a direct significant association between perceptions of overall support and acceptance to a four-year college; parents' propensity to offer Intervention College Admissions support varied significantly across aspiration categories; and parents' propensity to offer Intervention College Admissions support was significantly related to whether or not students were accepted into four-year colleges. Finally, participants in the present study were found to report higher educational plans/expectations and perceived parental aspirations than Latino students from the western region of the United States who participated in the Educational Longitudinal Study of 2002. Findings from the present study reinforce the connection between parental support and both aspirations and college acceptance. Results suggest that bolstering parent support through the curricula of college preparation programs is central to programmatic success.
Author: Jessica Weiss Cummins Publisher: ISBN: Category : Languages : en Pages : 244
Book Description
This investigation centered on the relation between perceived parental support for college attendance and students' postsecondary educational aspirations and enrollment intentions. A particular focus of the examination was on the distinction between behavioral-based and non-behavioral-based forms of parental support (labeled interventionist and noninterventionist forms of support, respectively). Three hundred and thirty-seven twelfth grade Latino students who participated in the Puente Program--a research-based college preparation program--were surveyed twice during their senior year in high school. In the first survey, students indicated their own educational aspirations and expectations as well as their perceptions of their parents' aspirations for their education. They also specified their perceptions of parental support along various dimensions. When surveyed again at the culmination of their senior year, students reported on college preparatory actions taken and post-high school plans. The results of an exploratory factor analysis suggest that perceived parental support for college represents the expression of four distinct underlying dimensions, a more differentiated version of the two types of perceived support initially hypothesized. The factors labeled Broad Intervention and Intervention College Admissions correspond to the anticipated interventionist construct as they encompass survey items that assessed behavioral-based support. The factors labeled Nonintervention Purpose and Nonintervention Encourage are aligned with the anticipated noninterventionist construct as all the items within these subscales referred to non-behavioral motivational input. Investigation of the factors associated with various dimensions of support revealed that low-income, less educated Latino parents were less likely to support their children by interventionist means. Parents born outside of the United States were more likely to provide motivational encouragement intended to convey messages about the purpose of college (i.e., Nonintervention Purpose). Student characteristics in middle school were not significantly related to parenting styles of support provision. Results further indicate that there was a direct significant association between perceptions of overall support and acceptance to a four-year college; parents' propensity to offer Intervention College Admissions support varied significantly across aspiration categories; and parents' propensity to offer Intervention College Admissions support was significantly related to whether or not students were accepted into four-year colleges. Finally, participants in the present study were found to report higher educational plans/expectations and perceived parental aspirations than Latino students from the western region of the United States who participated in the Educational Longitudinal Study of 2002. Findings from the present study reinforce the connection between parental support and both aspirations and college acceptance. Results suggest that bolstering parent support through the curricula of college preparation programs is central to programmatic success.
Author: Monica Flores Publisher: ISBN: Category : Languages : en Pages : 382
Book Description
This study focused on Latino undergraduate students majoring in science, and their decisions to access academic support programs. The purposes were to understand (1) factors that influence Latino students' career-related choices; choosing a science major and accessing resources in support of their academic careers; and (2) what role socializers play in those decisions. The informants were four Latino college students who chose science majors when admitted to a research university. Using a case-study interview approach, they were interviewed longitudinally over two years to understand the influences on their decisions. Data codes and themes were generated through interpretive analysis of interview transcripts, and results were evaluated against the Eccles' et al. (1983) expectancy-value model of career choices. Three categories were identified: decisions made prior to matriculation, decisions made in adjusting to the university environment, and continuing decisions to persist in the sciences. First, initial decisions as high school students were made within a web environment, through self-dialogue. Participants relied on web information in a non-interactive way to make decisions on their own. Parents, teachers, and peers merely validated decisions. Second, the process by which these students adjusted in their first year of college revealed differences among the participating students. Unlike the two male computer science majors, two female biology majors had a more difficult time participating in classes, being active about seeking help and contacting socializers, and managing their personal lives. This contrast continued on to their second year. Finally, the study yielded an iterative notion of decision-making about persistence in science. The two female biology majors having a hard time in their classes constantly revisited their initial choice of a science major. They accessed the web to get information necessary to find a solution and relay that to new socializers, such as advisers, mentoring program staff, and peers in college. Drawing from these findings, this study yielded a framework for discussing Latino science students' academic decision making. The importance of the web in initial decisions has digital equity implications, and indicates the importance of Internet outreach. Further, differences in the decision process imply a need for personalized support structures.
Author: Maria Lorena Meza Publisher: ISBN: Category : Education, Higher Languages : en Pages : 124
Book Description
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: Patricia Perez Publisher: Routledge ISBN: 1317512618 Category : Education Languages : en Pages : 285
Book Description
Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education.
Author: Joanna Dolores Sánchez Publisher: ISBN: Category : Languages : en Pages : 412
Book Description
Schools continue to struggle with increasing parental engagement with families of color from low and working-class backgrounds. Research has found that by building parents’ capacity to effectively navigate school systems and advocate for their children, parents can increase their participation in school-related activities. Yet, scant research has examined the decision-making processes of working-class Latino/a parents when reconciling whether to participate or not in school-sponsored engagement programs. More research is needed to explore the reasons for parent engagement differences among Latino/a parents who belong to the same low-income SES. As such, the purpose of this study is to examine the factors that contribute to working-class Latino/a parents enrolling into a nationally recognized parent academy in a high-poverty, majority Latino/a school district located in South Texas along the U.S.-Mexico border. Using concepts from Hoover-Dempsey and Sandler’s parental involvement model and community cultural wealth to guide the analysis, this study will examine three categories of parents in this district: parents who graduated from the academy, parents who did not graduate, and parents who chose not to enroll in the academy. Using a case study design, I interviewed 36 parents (N=36), including 12 parents from each category, as well as collected document and archival data. This study’s findings highlight the existence of different dimensions of working-class parents. Not all Latino/a working-class parents are the same. That is, not every parent who fits this description shares the same background or experiences. In the United States, these parents might be grouped in the same category, but some of them come to the program with varying degrees of privilege, most notably in regards to education and family supports. The parents in this study with the most privilege were mainly in Group #1, parents who graduated from the program. Districts need to be aware of these privilege differences and recognize how they impact participation. It is necessary in order to avoid forming deficit assumptions of certain subgroups of parents and recognize that some parents have more constraints on their decisions than others. Therefore, districts must think about ways to address the diverse experiences and backgrounds of working-class Latino/a parents in order to avoid creating parental programs that are only engagement in name but involvement in practice.
Author: Reynaldo Reyes Publisher: University of Arizona Press ISBN: 0816599807 Category : Education Languages : en Pages : 225
Book Description
Learning the Possible demonstrates that it is truly possible for underprepared high school graduates to be successful in college. It chronicles the struggles and triumphs of five Mexican American students in their first year of college, aided by a one-year scholarship and support program called the College Assistance Migrant Program. CAMP, a federally funded program, is designed to help college students from migrant and/or economically disadvantaged families complete their first year of college. CAMP’s principal objective is to put students on a trajectory toward completion of a bachelor’s degree. Laura, Christina, Luz, Maria, and Ruben, as the author calls them, had daunting challenges: difficulties with English, extremely low self-confidence, teenage motherhood, conflict between gender roles and personal desires, and a history of gang membership. Focusing on the importance of constructing a new identity as a successful student, Reynaldo Reyes III shares with readers the experiences of these marginalized students. Their stories, coupled with perspectives from instructors, CAMP staff and counselors, and the author’s own observations, illustrate the influence of past schooling, the persistence of culture, and the tensions and challenges inherent in developing a new identity. This is a study of students who came from the margins and, in a very short time, moved toward the mainstream. In the micro view, it provides extraordinarily useful case studies of a successful intervention program in process. In the larger scope, it is a look at the socially constructed nature of possibility, hope, and success.
Author: Violetta A. Lopez Publisher: ISBN: Category : Children of immigrants Languages : en Pages : 110
Book Description
Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child's school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire a clearer understanding of the Latino culture in a dire effort to better serve Hispanic students in high school and their families. This study examined the perceptions of first-generation Latino parents of high school students while identifying parental needs to improve their child's college readiness upon completion of high school. It also investigated high school graduation rates and student dropout rates across the United States as well as effective and efficient ways in which the school can enhance the provision of school-related resources to their students. There is wide consensus that parental involvement (including home-based involvement, home-school communication, and school-based involvement) is essential for student success. Despite this understanding, there exists a gap in literature regarding the information, resources, and support available to first-generation Latino parents with children in high school. Using a conceptual framework that draws on theories of cultural and social capital, and a qualitative approach that included field notes, focus groups, and interviews, this study investigated the expectations, lived experiences, perceptions, and practices of 29 Latino immigrant parents of high school students in relation to their child's secondary school. The findings of this study, which suggest varying levels of parental involvement, were organized around four themes: aspirations, parental support, school-based knowledge, and student preparation.
Author: Marlene Villasenor Publisher: ISBN: Category : Languages : en Pages : 324
Book Description
Family-school relations and parental involvement in education have been identified as ways to close the gaps in achievement (Hill & Tyson, 2009), and there is considerable evidence that they positively impact academic success for most students (Henderson & Berla, 1994). Improvements in student achievement occur regardless of racial or cultural background (Flaxman & Inger, 1991). Given that the language barrier, cultural differences, and lack of knowledge about the education system (Valdes, 1996) are some of the factors that prevent Latino Spanish speaking parents in participating in the education of their children, the purpose of this graduate project is to reduce such barriers by promoting a collaborative family-school relationship. In order to achieve this, literature regarding this topic was examined and taken into consideration to create a series of four workshops for Spanish-speaking parents with information regarding how parental involvement can be impacted through communication technology, family environment, parenting styles, and early college planning. The workshops will focus on providing Spanish-speaking parents with significant information about secondary education that supports both student and family.
Author: Nelly Alvarado Publisher: ISBN: Category : Languages : en Pages : 176
Book Description
Disparities in college degree attainment rates between students of different racial/ethnic groups continue to exist. The degree attainment gap is projected to widen for Latino/a students as the population continues to grow. Students make college choices from the direct and indirect messages they receive from friends, their schools, and families. Parents' attitudes and expectations may influence students' academic achievement, college preparation and college choices. However, little empirical research is available on Latino/a parents and the ways, if any, they work with their children around college going or their understanding of the higher education structure. Through analysis of interviews with 30 Latino/a parents about their perceived role in their child's college choice and search processed revealed that parents who participate in a college access program provide both direct and indirect support to their children. Although parents provide academic and administrative direct support, they mostly support their children via indirect approaches such as providing motivation and encouragement, setting expectations, and providing verbal support and encouragement. Participant demonstrated some knowledge about admissions requirements to 4-year public universities. However, more than half of participants indicated being unfamiliar with the higher education structure. As a result, parents felt unequipped to provide advise in helping students choose colleges, thus leaving the decision as to where to apply to the child. Despite their unfamiliarity with the higher education structure, parents made a distinction between 2-year and 4-year public colleges. This suggests that parents do not have a monolithic view of higher education. Instead, they view it as a binary set of institutions.
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: Jessica Weiss Cummins
Author: Jessica Weiss Cummins
Author: Monica Flores
Author: Maria Lorena Meza
Author: Patricia Perez
Author: Joanna Dolores Sánchez
Author: Reynaldo Reyes
Author: Violetta A. Lopez
Author: Marlene Villasenor
Author: Nelly Alvarado
Author: Joanna Danielle Saldaña