Exploring Outlooks of First-generation Latino Parents PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Exploring Outlooks of First-generation Latino Parents PDF full book. Access full book title Exploring Outlooks of First-generation Latino Parents by Violetta A. Lopez. Download full books in PDF and EPUB format.
Author: Violetta A. Lopez
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 110
Get Book Here
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: Violetta A. Lopez
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 110
Get Book Here
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: Josephine Hitt
Publisher:
ISBN:
Category : Latin Americans
Languages : en
Pages :
Get Book Here
Book Description
Author: Natalia Leal Toro
Publisher:
ISBN:
Category :
Languages : en
Pages : 227
Get Book Here
Book Description
Research points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano & Padilla, 2006; Gándara, 1982; 1994; Hurtado & Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of connection between these parents and their children (Suárez-Orozco & Suárez-Orozco, 1995), creating dynamics that merit exploration. This dissertation qualitatively examines how seven Latino/a parents of first-generation college students pursuing a PhD expressed the parenting characteristics outlined in Parent Development Theory (Mowder, 2005). Furthermore, this study explores how these parents experienced their daughters' higher education journey. Moustakas' (1994) transcendental phenomenology was utilized in analyzing parents' voices. The textural and structural descriptions of major and minor themes provided the essence of the parents' experience. Example of themes are: "Pero la Apoyo - Uncertainty and Support for the PhD", "Siempre Juntos - High Levels of Interaction", and "Amor Compasivo - Distance, Pain and Sacrifice". Recommendations include support for pre-doctoral preparation initiatives, co-curricular innovations, and the exploration of the impact of modern technologies on the communication between parents and their children while in college.
Author: Cynthia Marie Martinez
Publisher:
ISBN:
Category : Hispanic American parents
Languages : en
Pages : 0
Get Book Here
Book Description
The purpose of this intrinsic case study was to explore the role of Latino parents and their contributions to their daughter's pursuit of higher education from the perspective of both the parent and the daughter. Yosso's (2005, 2006) Community Cultural Wealth (CCW) framework served as a data analysis tool to explore the primary question guiding this study, which was: How do Latino parents' various forms of community cultural wealth contribute to their daughter's pursuit and attainment of higher education? The secondary research questions included: How do Latino parents perceive their role, involvement, or contributions to their daughter's pursuit of postsecondary education? How do Latina daughters perceive their parents' involvement or contributions to their academic pursuit of postsecondary education? How do Latina daughters perceive their role, responsibility, and involvement in their pursuit of postsecondary education? What forms of cultural wealth do Latino parents exhibit that contributes to their daughter's academic pursuits and higher education? Six participants who self-identified as Latina, first-generation, undergraduate students were recruited from a university in the Southwest. Each participant was asked to select one English-speaking parent to participate in a separate interview for this case study. In total, there were six familial pairs who each participated in one, hour-long phone interviews. As Yosso (2005, 2006) explains, the various capitals of the Community Cultural Wealth (CCW) framework are not independent of each other and are often intertwined and build on each other. Therefore, the findings from this case study reflected this interconnected nature. The themes include: The Power of Belief, the Power of Overcoming Struggle, the Power of Support, and the Power of Interdependence. These themes were classified as powers because they highlight the asset-based paradigm of how Latino parents positively contribute to their children's education. The four themes connect with Community Cultural Wealth to create empowered Latinas who are determined, resilient, and are persevering no matter the obstacles.
Author: Kay Rios
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 204
Get Book Here
Book Description
Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 295
Get Book Here
Book Description
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: Janeth Castro
Publisher:
ISBN:
Category :
Languages : en
Pages : 172
Get Book Here
Book Description
According to the 2014 United States Census, there are about 55 million Latinos living in the United States (United States Census, 2014). In a study conducted by the Pew Research center in 2014, researchers have found that among Latinos ages 25-29, only 15% of Latinos have a bachelor's degree or higher, compared to 41% of White students who have a bachelor's degree or higher (Pew Research Center, 2014). This project focuses on uncovering the common barriers and limitations that first generation Latino students and their families face in the United States. Through a series of eight workshops, common barriers and limitations that prevent first generation Latino students from attending college will be explored and information about how Latino families can promote a college going culture and prepare their children for college will be discussed.
Author: Sylvia Ramirez Reyna
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
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.
Author: Monica Rios De La Flor
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 68
Get Book Here
Book Description
Author: Maria Barron
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
Get Book Here
Book Description
The purpose of this qualitative study is to explore deeper into the adversities that first generation individuals face growing up in the United States with Mexican immigrant parents. This study focused on gathering information on different adversity categories, which are: socioeconomic status, English as a second language, machismo ideals, identity issues and fear of parent’s deportation. The research was done by interviewing five individuals that met the following qualifications: identify as first generation Mexican American and were raised by Mexican immigrant parents. In order to breach the disproportionate rates of child welfare involvement, it is important to understand the narrative of first generation individuals and highlight some important causes as to why these adversities are occurring. This research will aim to provide service providers more content on the needs and services to provide to this population.
