Latina/o Immigrant Parents Becoming Better Advocates for Their Middle School Aged Adolescents PDF Download
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Author: Karina E Araiza
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence. Through Solorzano's (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children's development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story. Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session's theme and are useful to parents in their involvement with their child's educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.
Author: Karina E Araiza
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence. Through Solorzano's (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children's development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story. Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session's theme and are useful to parents in their involvement with their child's educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.
Author: Reyna Grande
Publisher: Simon and Schuster
ISBN: 1451661800
Category : Biography & Autobiography
Languages : en
Pages : 384
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Book Description
In this inspirational and unflinchingly honest memoir, acclaimed author Reyna Grande describes her childhood torn between the United States and Mexico, and shines a light on the experiences, fears, and hopes of those who choose to make the harrowing journey across the border. Reyna Grande vividly brings to life her tumultuous early years in this “compelling...unvarnished, resonant” (BookPage) story of a childhood spent torn between two parents and two countries. As her parents make the dangerous trek across the Mexican border to “El Otro Lado” (The Other Side) in pursuit of the American dream, Reyna and her siblings are forced into the already overburdened household of their stern grandmother. When their mother at last returns, Reyna prepares for her own journey to “El Otro Lado” to live with the man who has haunted her imagination for years, her long-absent father. Funny, heartbreaking, and lyrical, The Distance Between Us poignantly captures the confusion and contradictions of childhood, reminding us that the joys and sorrows we experience are imprinted on the heart forever, calling out to us of those places we first called home. Also available in Spanish as La distancia entre nosotros.
Author: Mariolga Reyes Cruz
Publisher: Lfb Scholarly Pub Llc
ISBN: 9781593322366
Category : Education
Languages : en
Pages : 196
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Book Description
Reyes Cruz describes the experiences of Mexican immigrant parents working to make public schools responsive and accountable to Latino American children and their families in a small Midwestern town. The town is a racially divided city where a community of working-poor Latino American immigrants is forming. The parents do not believe schools are preparing their children for academic success and publicly advocate reforms. In the process, power struggles, knowledge-claim battles, and a generalized colonial mentality conspire to silence the parents' basic claims for respect, dignity, and their children's rights. Reyes Cruz tells the story from a critical perspective with an eye for understanding how power is played out in the daily reproduction and contestation of social inequalities.
Author: Sandy Rubio-Hernandez
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 78
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Book Description
The Arizona legislature has enacted a number of anti-immigrant policies which negatively impact Latino immigrant families. The purpose of this study was to explore the perceptions of Latino parents on how anti-immigration policies emotionally impact their children and how they believe they can protect their children from the harmful effects of such policies. Secondary data analysis was conducted based on in-depth semi structured interviews completed with a sample of 54 Latino immigrant parents residing in the state of Arizona. Grounded theory methods informed the analysis process. A constant comparative approach was used to complete initial and focused coding. Findings indicate that Latino immigrant parents observed a range of behavioral changes in their children following the passage of anti-immigrant legislature. Parents reported that the emotional impact they observed stemmed from children's social interactions in their home, school, and community environments as well as through their exposure to the media. Latino youth experienced emotional impact is summarized in the following themes, concern and sense of responsibility; fear and hypervigilance; sadness and crying; and depression. Findings further demonstrated that parents protected Latino youth from anti-immigration policies directly and indirect ways by focusing on children's safety and well-being (let children live their childhood, be prepared, send messages), building parents capacity (pursue education, obtain papers), and engaging in change efforts at the community level (be proactive). Parents indicated that by engaging in these efforts they could protect their children, and counter the negative effects of anti-immigrant policies. Implications for social work practice to better advocate and serve Latino youth at the individual, family, and community level are discussed.
Author: Reyna Grande
Publisher: Simon and Schuster
ISBN: 0743269586
Category : Fiction
Languages : en
Pages : 272
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Book Description
Grande puts a human face on the epic story about those who make it across the border into America, those who never make it across, and those who are left behind.
Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
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Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: David Santamaria
Publisher:
ISBN:
Category :
Languages : en
Pages : 209
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Book Description
The Latino immigrant with children in special education is part of a unique population of people who struggle to educate their children in a school environment that also struggles to educate them. The problem of increasing Latino parent involvement in Prek-12 schools and facilitating their advocacy for their special needs children is gaining importance as this population continues to grow and assert their place in our culturally diverse society. Data for this qualitative study came from interviews of nine Latino immigrants with children in special education. I also completed an analysis of district provided special education publications (both on-line and hard copies) explaining parent rights. Finally, I reviewed a small collection of parent e-mails between a parent and a school administrator. The findings revealed a dissatisfaction and distrust in some parents of various school administrators and teachers, although some parents expressed appreciation for the work of special education service providers. Parents also have varying degrees of advocacy levels and knowledge of their rights, their roles, and their responsibilities. The findings also document problems with parental access to the school, an increased scrutiny of teachers and administrators, advocacy, a range of both negative and some positive emotions experienced by study participants, and indicators of high advocacy parents.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Berenice Regina Onofre Vasquez
Publisher:
ISBN: 9781369845358
Category : Educational administration
Languages : en
Pages : 204
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Book Description
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.
Author: James D. Tohme
Publisher:
ISBN:
Category : Aurora University
Languages : en
Pages : 266
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Book Description
