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No Me Juzguez Latino Parent Perceptions Of The Lived Experience Of Participation In Their Childs Education
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Book Synopsis ¡No Me Juzguez! Latino Parent Perceptions of the Lived Experience of Participation in Their Child's Education by : Trinidad Y. Sierra
Download or read book ¡No Me Juzguez! Latino Parent Perceptions of the Lived Experience of Participation in Their Child's Education written by Trinidad Y. Sierra and published by . This book was released on 2019 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand Latino parent perceptions of the lived experience of participation in their middle school child’s education. Participants were chosen through convenience and snowball sampling with the criterion that each participant was a Latino parent of a child who attended a middle school in Lehigh Valley, Pennsylvania. “Lehigh Valley” is the pseudonym used for the school district and the area in which the study was conducted. Theories that guided this study and the research questions were parental involvement theory and cultural capital theory. The central question for this study was focused on Latino parents’ perceptions of the way their life experiences impact their participation in their middle school child’s education. In addition, the three research subquestions were designed to investigate Latino parents’ perceptions of the ways relationships between parenting at home and school-based involvement, their experiences with school personnel, and community program involvement impact their participation in their middle school child’s education. Data—in the form of interviews, a focus group interview, observations, and documentation of field notes—were collected and analyzed in order to depict the essence of the phenomenon. Finally, data analysis included direct interpretation of participant interviews and experiences, narratives, and memoing. This research adds to the current literature by providing the voice of the Latino parent. This study’s findings confirmed that Latino parents believe their life experiences impact their participation in their child’s education. Participants also corroborated the findings of current literature regarding parental involvement and cultural capital in education.
Book Synopsis The Voices of Latino Parents by : Evangelina M. Cantu
Download or read book The Voices of Latino Parents written by Evangelina M. Cantu and published by . This book was released on 2013 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Exploratory Study of the Perceptions and Experiences of U.s.-born Latino Parents in a High-poverty Urban School District in Relation to Their Role in the Education of Their Children by : Sylvia Ramirez Reyna
Download or read book An Exploratory Study of the Perceptions and Experiences of U.s.-born Latino Parents in a High-poverty Urban School District in Relation to Their Role in the Education of Their Children written by Sylvia Ramirez Reyna and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative interpretive research study was to explore the perceptions and experiences of seven second- and third-generation U.S.-born Latino parents in a high-poverty urban school district in Texas regarding their role in their children0́9s schooling. Specifically, this study was organized to understand what the selected Latino parents perceived as parent involvement, what expectations they had of the school and, conversely, what expectations the school personnel had of them, and finally, what perceptions the parents held about their role in school-parent activities. Though parent involvement is considered to be one of the most important factors in a child0́9s success in school, this study also explored the perceived chasm in the alignment between the school and the home of the U.S.-born Latino family. The interpretative approach and dialogical exchange, through a semi-structured interview process, provided the opportunity to add the voices of second- and third-generation U.S.0́3born Latino parents to the current discourse about parent involvement. All of the participants met a general description as a second- or third-generation U.S.-born Latino, whose primary language is English, whose children have been involved in the identified school system for at least five years and were academically successful, and who the school considered to be uninvolved in the schooling process. The data analysis process involved a methodical process of breaking down the information presented in in-depth interview transcripts, observation, field notes, documents, and participant and researcher texts. By using a focused coding technique, patterns or concepts that best represented the participants0́9 voices surfaced. The codes were reviewed and categories or themes were then developed. The parents0́9 voices also provided information suggesting that the perceived lack of participation in the sanctioned school activities by some U.S.0́3born Latino parents stems from an apparent failure on the part of school personnel to recognize the cultural capital and richness of the culturally diverse household. Specifically, through the theoretical framework of funds of knowledge, the stories of the seven second- and third-generation U.S.-born Latinos noted that Latino families have assets that contribute to the academic success of their children, yet they are often dismissed by school personnel.
Book Synopsis Why and How Do Latino Parents Get Involved in Their Children's Education? A Test of Hoover-Dempsey and Sandler's Model with Middle School Parents in a Community School by : Anne Marie FitzGerald
Download or read book Why and How Do Latino Parents Get Involved in Their Children's Education? A Test of Hoover-Dempsey and Sandler's Model with Middle School Parents in a Community School written by Anne Marie FitzGerald and published by . This book was released on 2013 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used qualitative interviews to explore and describe the perceptions of Latino and Puerto Rican parents in a community middle school about if, why, and how Latino families decide to engage in their children's schooling. All 15 Latino parents perceived that they held or shared responsibility with the school for their child's educational success (parent or partnership-focused). Parents reported involvement despite their perceptions of low levels of knowledge and skills, and/or time and energy. Parents responded to school, teacher, and student invitations for involvement; however, no parent described the school as a community school and few parents reported teacher invitations. Parents reported much more home-based involvement than school-based involvement. All parents reported talking to their children in ways that communicated values, goals, expectations, or aspirations, yet only one parent reported planning for post-secondary education. Implications for further research with Latino parents and school practice are presented.
Book Synopsis Factors that Contribute to Parental Involvement of Latino Parents in a Title 1 Elementary School by : Soo Yeohn De Santiago
Download or read book Factors that Contribute to Parental Involvement of Latino Parents in a Title 1 Elementary School written by Soo Yeohn De Santiago and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the factors that contribute to the involvement of Latino parents in a Title I elementary school. The participants were thirteen Latino parents from Mexican origins that resided in Southern California. They answered a cross-sectional survey that focused on their experiences, perceptions, and attitudes on parental participation. After the data was collected and analyzed a clearer picture of Latino parent participation was painted through the demographic information and consistent trends started to surface. The common themes that emerged from this research were that parents with more education and income participated more in school and their child's education. Marital status, lack of time, and childcare were contributors or barriers to parent participation. Language was not a barrier that hindered parent involvement at this school. There was immense lack of male participation, technology literacy, and a high desire from the parents to learn computer skills and English. Overall, there was an incredible need for more research on Latino parental participation in order to meet the growing needs of this underserved population.
Book Synopsis Religion and Education among Latinos in New York City by : Segundo Pantoja
Download or read book Religion and Education among Latinos in New York City written by Segundo Pantoja and published by BRILL. This book was released on 2005-09-01 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is Latinos' number one concern. This volume offers an analysis of why many are underachieving, while pointing to the role of religion in helping Latinos improve their academic outlook. Parents, researchers and practitioners will benefit from understanding the importance of religion in the educational experience of Hispanics.
Book Synopsis Exploring Immigrant Latino Parents' Perceptions of Their Roles in Their Children's Education by : Josephine Hitt
Download or read book Exploring Immigrant Latino Parents' Perceptions of Their Roles in Their Children's Education written by Josephine Hitt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive Analysis of Hispanic Migrant Parents' Perceptions of American Schools and the Parents' Role in Their Children's Education by : Donna Vincent Gómez
Download or read book A Descriptive Analysis of Hispanic Migrant Parents' Perceptions of American Schools and the Parents' Role in Their Children's Education written by Donna Vincent Gómez and published by . This book was released on 1990 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Understanding Latino Parental Involvement in Education by : Maria Estela Zarate
Download or read book Understanding Latino Parental Involvement in Education written by Maria Estela Zarate and published by . This book was released on 2007 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).
Book Synopsis Latino Parents' Perceptions of Their Involvement in Their Children's Secondary Education and the College Preparation Process by : Ronald C. Heredia
Download or read book Latino Parents' Perceptions of Their Involvement in Their Children's Secondary Education and the College Preparation Process written by Ronald C. Heredia and published by . This book was released on 2009 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino parents' perceptions of their involvement in their children's secondary education and the college preparation process.
Book Synopsis Exploring Outlooks of First-generation Latino Parents by : Violetta A. Lopez
Download or read book Exploring Outlooks of First-generation Latino Parents written by Violetta A. Lopez and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Investigating Parents' of Immigrant Origins Perceptions, Expectations and Experiences with American Educational Communities by : Mary Jo Palmer
Download or read book Investigating Parents' of Immigrant Origins Perceptions, Expectations and Experiences with American Educational Communities written by Mary Jo Palmer and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to investigate parents of Latino origins' perceptions of educational environments in preschool programs in the US by examining individual experiences, expectations and socio-cultural understanding regarding American educational systems. This study consist of five female parents of Latino origin with children enrolled in a child care program at a midsouthern US, urban community college. Across the eight-week data collection period, the parents participated in a series of activities to communicate their perceptions and experiences with North American educational institutions. primary methods of collecting data included a sequence of interviews, field observations recorded in a journal, parents' photo representations of childhood icons, and a focus group discussion. Interviews were recorded and transcribed, and all data forms were coded inductively to discover emerging patterns of parents experiences and expectations. To better understand the expectations and perceptions of Latino parents, as a collective group, I focused on two interpretive questions: 1) What are Latino origins parents perceptions of north American Schooling? 2) How do the cultural experiences and expectations of Latino parents influence their view of early childhood education? The following were identified as major themes:1) Language is more influential than cognitive ability. 2) Early childhood is viewed through a generational lens. Six sub-themes emerged from the two major themes:1) Latinos are marginalized by academic failure based on language; 2) North American Schools use language to equate cognitive abilities; 3) Latina have not observed greater cultural awareness; 4) Younger generations view early care as valuable; 5) Older generations view early care as unnecessary; and 6) Family is the primary educator of young children. The participants' cultural perceptions of early care programs echo the connections between education, culture, race, family , and equality. By breaking the silence, and allowing parents of Latino origin to tell their story, researchers can document ways to construct and eliminate some of the limited social conditions in education. .
Book Synopsis Latino Parents in a Primarily White and Relatively Affluent School District: The Story of Their Engagement in Their Children's School by : Berenice Regina Onofre Vasquez
Download or read book Latino Parents in a Primarily White and Relatively Affluent School District: The Story of Their Engagement in Their Children's School written by Berenice Regina Onofre Vasquez and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Causes of Low Involvement of Latino Parents in Their Children's School Life at South Valley Community School, and Strategies to Increase that Participation by :
Download or read book Causes of Low Involvement of Latino Parents in Their Children's School Life at South Valley Community School, and Strategies to Increase that Participation written by and published by . This book was released on 2014 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Parental involvement is one of the key elements in order to have successful academic children. Latino students are not achieving success at the same level of other students within the American School system. Low or lack of participation of Latino parents in their children's education has been pointed out as one of the reasons for this poor academic performance. This study was intended to discover the real causes for the low participation of Latino Parents in their children's education, and then based on those causes to elaborate strategies to increase the participation of Latino parents. The study was developed in South Valley Community School, which is located in a large midwestern school district. Two focus groups, one in Spanish with Latino parents, one in English with school staff; plus one interview with the school principal and one representative from the district were the tools used to obtain the data that was analyzed in this research. Effective communication, developing relationships between parents and school, and racism were among the causes discussed in this study. Cultural competency workshops and media campaigns were two of the strategies recommended in order increasing the participation of Latino parents in their children's education to be successful in education" --
Book Synopsis Understanding Mexican American Parents' Perceptions and Attitudes Towards Language Learning by : Claudia Alexa Corniel
Download or read book Understanding Mexican American Parents' Perceptions and Attitudes Towards Language Learning written by Claudia Alexa Corniel and published by . This book was released on 2016 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Understanding Perceptions of Latino Parents who Relocate from Low Performing Urban to High Performing Suburban School Districts by : Mary Ellen Janeiro
Download or read book Understanding Perceptions of Latino Parents who Relocate from Low Performing Urban to High Performing Suburban School Districts written by Mary Ellen Janeiro and published by . This book was released on 2015 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the Latino population continues to grow and economic and academic success for this demographic becomes more widespread in the United States, there is and will continue to be a transitioning of students from low performing urban schools to higher performing suburban schools during the course of their K-12 education. How well a suburban school meets the needs of incoming, potentially at-risk students depends on many factors that require educators to be culturally aware and responsive, including the need for Latino students to feel a sense of belonging and value in their new community while not rejecting their own culture (Strobel, Kirshner, O’Donoghue, & McLaughlin, 2008). When Latino students from low performing school districts relocate to high performing school districts, the systems that receive them must be prepared to help these students close any achievement gaps they might arrive with from their prior educational experiences. From a desire to improve their child’s educational opportunities, parents are most commonly the initiators of such a move from one system to another. Yet upon arrival in a new school system, Latino parents are often faced with a new set of challenges in helping their child navigate through unfamiliar cultural and socioeconomic norms and expectations (Marx & Larson, 2012). Given a voice, Latino parents who move their families from a low performing district to a high performing district can serve as powerful allies and advocates as their children acclimate to a new school system (Hornby & Lafaele, 2011). This Interpretative Phenomenological Analysis (IPA) qualitative study utilized a Critical Race Theory framework to better understand the motivations, perceptions and experiences of Latino parents who relocated from low performing urban to a high performing suburban systems. Major findings included commonalities amongst participants that included being active participants in their children’s academic life, having high levels of expectations and confidence in themselves and their children, encouraging assimilation in the community while maintain pride in ethnicity and family, desiring better communication between home and school, and being aware of but undaunted by economic disparities.
Book Synopsis The Power of Community by : Concha Delgado-Gaitan
Download or read book The Power of Community written by Concha Delgado-Gaitan and published by Rowman & Littlefield Publishers. This book was released on 2001-11-13 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fifteen years ago, Concha Delgado-Gaitan began literacy research in Carpinteria, California. At that time, Mexican immigrants who labored in nurseries, factories, and housekeeping, had almost no voice in how their children were educated. Committed to participative research, Delgado-Gaitan collaborated with the community to connect family, school, and community. Regular community gatherings gave birth to the Comité de Padres Latinos. Refusing the role of the victim, the Comité paticipants organized to reach out to everyone in the community, not just other Latino families. Bound by their language, cultural history, hard work, respect, pain, and hope, they created possibilities that supported the learning of Latino students, who until then had too often dropped out or shown scant interest in school. In a society that accentuates individualism and independence, these men and women look to their community for leadership, support, and resources for children. The Power of Community is a critical work that shows how communities that pull together and offer caring ears, eyes, and hands, can ensure that their children thrive—academically, socially, and personally. It offers a fresh approach and workable solution to the problems that face schools today.
