Author: Concha Delgado Gaitan
Publisher: Corwin Press
ISBN: 1483362493
Category : Education
Languages : en
Pages : 161
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Book Description
The author provides practical strategies for cultivating communication with Latino parents and including the Latino family in developing sustained academic improvement.
Author: Evangelina M. Cantu
Publisher:
ISBN: 9781303136108
Category :
Languages : en
Pages : 200
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Book Description
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.
Author: Soo Yeohn De Santiago
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
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.
Author: Concha Delgado Gaitan
Publisher: Corwin Press
ISBN: 148336030X
Category : Education
Languages : en
Pages : 161
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Book Description
"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.
Author: Elva Hernandez Mora
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 250
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Book Description
The middle school level years demand critical attention in educational reform. Culturally diverse students in the United States show levels of academic achievement which are lower then those of other students. Children from oppressed minority groups often show high rates of dropping out as well as poor academic achievement. They are often profiled as students who are unmotivated and who have parents that are unresponsive to their growth and development in terms of educational attainment. However, this conception of poor academic achievement and lack of parental involvement is unfounded since research indicates that culturally diverse parents value education and have high standards for academic excellence in student performance. The purpose of this study was to examine factors that promote Hispanic parent involvement at the middle school level. A triangulation analysis was used as a guiding methodology for the development of a conceptual framework for a Hispanic parent involvement model at the middle school level. The triangulation analysis was accomplished through a methodological mix by using strategies that identified the factors that promoted Latino parent involvement at the middle school level. Three goals were achieved in the triangulation analysis: (1) the current review of the literature was studied in order to analyze successful parent involvement models for Latino parents; (2) interviews were conducted with expert panel members in the content area and analyzed to yield themes that emerged from the study; and (3) Mexican and Mexican American parents participated in focus group interviews. Mexican and Mexican American parents were interviewed concerning their needs in the development of a Hispanic parent involvement. A collaborative Hispanic parent involvement model was developed. The results of the study showed that in order to implement a Hispanic parent model at the middle level, there were critical themes which emerged including parent development, communication development, cognitive development, decision making, and social and cultural processes. These critical components used can be applied to culturally diverse parent typologies. The development of a collaborative model for Latino parents engages students, parents, and staff members to become active constituents and become empowered in a democratic participatory process. Mexican and Mexican American parents become change agents in socio-political and cultural contexts for systemic change in order to improve educational reform. Epstein's typology of "overlapping spheres of influence of family, school, community on children's learning" has major impact in school improvement and in the effectiveness of reaching out to parents in home-school collaboration. The results of the qualitative study indicated that in order to work effectively with culturally diverse parents, educators need to understand and be aware of the socio-political and cultural aspects of culture sensitivity, family values, language, belief system, and traditions. Culturally diverse parents are unique constituents that are powerful stakeholders in their children's education. The basic implications for this study are that the collaborative model may be used as a practical application model at the K-12 grade level, to understand adolescent development, to improve and increase parent participation, and to empower parents to be partners in education. This Hispanic model can be used as a formative evaluation to improve the instructional services to all constituents since the model will have a profound impact on parental participation and a direct influence on student achievement.
Author: Alejandro Delgadillo
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Book Description
Statement of the Problem The purpose of this study was to investigate the factors that impact the participation of Latino parents in their school site's English Language Advisory Committee (ELAC). Even though Latino, especially ELL, parents have tried through different school venues for decades to be included in the education of their children, there is still the unfortunate perception from many educators that Latino parents do not value nor prioritize education. All literature compiled in the study verify that Latino parents want and are enthusiastic to be included in the education of their children. Latino parents that have entered the education field have encountered many institutionalized, economic, social, and racial barriers that have prevented them from being active school parent participants. The Latino parents that are able to enter the institution do not only empower themselves, but "seek to transform parent involvement with the goal of making education a democratic and reflective action" (Olivos, p. 112, 2010). Sources of Data Personal observations, one-on-one interviews, a focus group meeting, and multiple recordings were conducted in an effort to find the specific factors that affect Latino parental involvement in ELAC. There were five (one father and four mothers) that were randomly selected of which all self-identified themselves as English language learners (ELL), Latino, active ELAC parent, and had at least one elementary (K - 6th) child at the school site. Conclusions The results of the study confirm that Latino parents are and continue to be interested in the education of their children. All participating parents agreed ELAC served as an important bridge which influenced parent participation in American Schools in spite of the cultural and gender differences. Their participation in ELAC made them aware of the differences in their approach to schooling in México in stark contrast to expectations to U.S. schools. The conformism (conformismo) that is brought by many Latino parents prevents them from fully participating in school related events and meetings. Moreover, they see upholding the traditional views of their home country education could potentially be detrimental to their children's U.S. education. Furthermore, involvement in ELAC provide an environment for parents to become self-aware to the degree in which they themselves could start critiquing the varying levels of these differences they see among other Latino parents, as they lament over such low parent involvement. The decrease in parent involvement beyond second and third grade may be tied to premature autonomy parents present indirectly to their children. Finally they articulated, even with encouragement from school staff, the difficulty in crossing over to other parent school groups. They described feeling invisible and unheard.
Author: Claudia C. Candray
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 156
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Book Description
The purpose of the study was to define parent participation among Latino parents of one Southern Riverside County elementary school. The researcher used a maximal variation sampling for this study. The objective of the study was not to oversimplify a population, but to represent the complexity of our world and develop an in-depth exploration of central themes. To understand those themes the researcher purposely selected the participants and sites. The findings indicate five central themes: parents are empowered with increased knowledge; parents are role models; a need exists to increase two-way communication between school and home, teachers and parents; parent participation is perceived as having a positive influence on students; and parent participation can lead to networking with other parents. Three main barriers, which impede the maximum participation, also emerged: regular school hours present problems for parents; limited Spanish speakers are available at the school; and more communication is needed between school and home. Key words: barriers; communication; empowerment; Latinos; parent participation
Author: Edward M. Olivos
Publisher: Teachers College Press
ISBN: 9780807752647
Category : Education
Languages : en
Pages : 0
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Book Description
This book examines how commonly applied approaches to parent involvement in schools do not easily transfer to bilingual and bicultural families. The authors—respected scholars in the field of educational equity—challenge commonly accepted boundaries of bicultural parent involvement. They provide real-life examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families. This timely resource is a hopeful vision of what authentic and democratic parent engagement can become, and how parents can be transformative change agents for their children and their schools.
Author: Gabriela Romero
Publisher:
ISBN:
Category :
Languages : en
Pages : 71
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Book Description
Parent involvement in the classroom is a challenge to acquire for communities that have not had positive experience with schools, specifically Latinos. The issues with overcoming the lack of Latino parental involvement can be addressed by educators with a focus on culture, andragogy and effective outreach. This project includes a set of workshops to reach out to Latino parents and help them understand schooling and learn how to support their child's learning at home. The workshops are designed with a focus on Latino culture (culturally relevant pedagogy), best practices for adult learning (andragogy) and effective instruction (Understanding by Design (Wiggins & McTighe, 2005). The project consists of five workshops: What are (Homework) Boundaries?, How to Make a Special Place to Do Homework, Better Communication Between Parent and Child, Math Support Strategies, and Getting Involved with the School. Each workshop has been developed to provide engaging activities that are supported by culture and language. The workshops focus on the importance of parent involvement, culture, and developing a relationship between parents, children, and teachers.
Author: David Campos
Publisher: ASCD
ISBN: 1416612726
Category : Education
Languages : en
Pages : 235
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Book Description
Reaching Out to Latino Families of English Language Learners provides teachers with a wealth of tools and strategies for communicating with the parents of Latino English language learners and learning more about their communities.
