Principals' Perceptions of the Impact of Parent and Family Involvement Activities with Parents of Latino Students PDF Download
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Author: Rene D. Carranza
Publisher:
ISBN: 9781339455730
Category : Education
Languages : en
Pages : 153
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Book Description
Latinos have a pattern of low academic achievement, starting in elementary school and persisting through high school and college. This pattern of achievement remains lower than that of any other group. In 2050, it is expected that Latinos will make up 30% of the U.S. workforce. This research looks at the role that parent involvement plays in academic achievement based on principals' perceptions. Perceptions are important because they influence behavior and decision making. The parent-involvement activities studied are based on the Epstein framework of six types. A survey was sent to 435 principals from the northwest suburbs of Chicago who served in schools that had a substantial Latino population. Statistical analysis of the data indicated that learning at home and communication were the two types of activities that 102 respondent principals viewed as most significant. They saw involving parents in decision making as having the least impact on achievement. Demographic characteristics of principals were reviewed, and gender, education, and ethnicity were significant in terms of the six types of parent-involvement activities. Qualitative data recorded from open-ended questions gave Spanish language services as the most important factor playing a positive role in family-involvement activities and lack of Spanish abilities on the part of school personnel and English deficiencies on the part of parents as the biggest barrier. The principals were asked if they had been trained in parent-involvement activities, and a full 73% of them said they had not had a single class in parent involvement in their professional preparation. Language services seem to be significant in increasing relationships between parents and school personnel. This can lead to better communication about how to support students at home and in school. It is clear from the study that principals could benefit from more training in this area in preparation for working with Latino student populations.
Author: Rene D. Carranza
Publisher:
ISBN: 9781339455730
Category : Education
Languages : en
Pages : 153
Get Book Here
Book Description
Latinos have a pattern of low academic achievement, starting in elementary school and persisting through high school and college. This pattern of achievement remains lower than that of any other group. In 2050, it is expected that Latinos will make up 30% of the U.S. workforce. This research looks at the role that parent involvement plays in academic achievement based on principals' perceptions. Perceptions are important because they influence behavior and decision making. The parent-involvement activities studied are based on the Epstein framework of six types. A survey was sent to 435 principals from the northwest suburbs of Chicago who served in schools that had a substantial Latino population. Statistical analysis of the data indicated that learning at home and communication were the two types of activities that 102 respondent principals viewed as most significant. They saw involving parents in decision making as having the least impact on achievement. Demographic characteristics of principals were reviewed, and gender, education, and ethnicity were significant in terms of the six types of parent-involvement activities. Qualitative data recorded from open-ended questions gave Spanish language services as the most important factor playing a positive role in family-involvement activities and lack of Spanish abilities on the part of school personnel and English deficiencies on the part of parents as the biggest barrier. The principals were asked if they had been trained in parent-involvement activities, and a full 73% of them said they had not had a single class in parent involvement in their professional preparation. Language services seem to be significant in increasing relationships between parents and school personnel. This can lead to better communication about how to support students at home and in school. It is clear from the study that principals could benefit from more training in this area in preparation for working with Latino student populations.
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: 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: Maria Estela Zarate
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
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.).
Author: Joanna Danielle Saldaña
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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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: Alicia Miguel
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 205
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Book Description
There is vast amount of research that shows that parental involvement in children's education has been associated with children's school success, including higher academic achievement, better behavior, lower absenteeism, and more positive attitudes toward school (Overstreet, Dvine, Bevans, & Efreom, 2005). Attracting parents to schools has always been a challenge, especially in urban schools. Now, as schools face this charge of involving parents in their children's academic life through the No Child Left Behind Act of 2001, they face at the same time an increase in immigrant population. This adds new demands for creating just, equitable and successful schools (Arce et al., 2005, Cambron-McCabe & McCarthy, 2005; Mayers, 2006). School leaders must determine the best ways to attract parents, at the same time that they may have to redefine their concept of what parent involvement means (Henderson et al., 2007; Hoerr, 2005). The participants for this single case study consisted of 1) the principal of the school, 2) teachers of the school, 3) Latino immigrant parents whose children attend the school, and 4) the school secretary. The study findings revealed two themes that emerged from the actions of the principal: 1) Institutional Receptivity, and 2) Awakening to Self-Reliance. The implications of this inquiry for practice in education could impact both K-12 institutions and higher education institutions as they address the issues of diversity in schools, parental involvement, and giving voice to the marginalized, thus creating truly inclusive school climates.
Author: Izaak Javier DeLeon
Publisher:
ISBN:
Category : Hispanic Americans
Languages : en
Pages : 136
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Book Description
Diversity within teams and organizations guards against groupthink and overconfidence and improves their ability to problem solve and make predictions. Even though efforts have been made to increase diversity within the Science, Technology, Engineering, and Mathematics (STEM) fields, marginalized groups are still largely underrepresented in the STEM workforce. This study focused on the Latino population gap in representation within the STEM fields. Most programs aimed at increasing Latino representation in science focus on directly encouraging students to pursue STEM careers. This study explored Latino parents' attitudes toward science and what types of informal science activities parents engage in with their children. I organized 15 family science events in San Marcos, Texas, in which parents completed a pre- and post-event attitude toward science survey and an additional parental involvement survey to find out their attitudes towards science and what types of informal science activities they are involved in with their children. The activities and experiments performed during the family science events utilized common household items or items that were inexpensive. Twenty-two Latino parents participated in the study and 15 completed both the pre- and post-attitude toward science survey. The attitude toward science survey had 14 items and was scored using a Likert-type scale with a minimum and maximum score of 14 and 70 respectively. I used the non-parametric one-tail Wilcoxon signed-rank test to test for significant differences between the pre and post attitude toward science scores. Latino parent's pre- and post-event attitude toward science means were 59.9 and 62.3 respectively for attending at least one family science event and this difference was found to be statistically significant with a p-value of (p=0.009). However, the effect size (Cohen's d=0.365) was small and power (0.363) was low. On the parental involvement survey, Latino parents identified 27 science activities that they have performed with their children, with 67% of those being discovery-based indoor activities and 59% being free activities. In terms of parent participation, the majority of Latino parents (73%) preferred free activities. This study can help inform school districts, principals, teachers, and informal science education organizations on strategies for changing Latino parent's' attitudes toward science and increasing their involvement in their children's science education.
Author: Sarah E Daughtridge
Publisher:
ISBN:
Category :
Languages : en
Pages : 81
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Book Description
The purpose of this qualitative study was to explore experiences and culturally appropriate practices of Latino parents0́9 participation in the public school system. The study also explored school staff perceptions and actions toward Latino parents' school involvement. The study's exploration rests on Epstein (2001) theoretical framework of parent-school involvement. Focus group data were collected in Spanish from 37 Latino parents of students enrolled in six K-12 public schools with at least 11% Latino student's enrollment in eastern North Carolina. Individual interviews were conducted with 11 school officials from three different public schools. Data were transcribed, analyzed (Creswell & Creswell, 2018) and entered into NVIVO version 12 for formal coding. Three major themes emerged from parent data: inadequate communication, low Latino representation, and need for cultural competency. Also, three themes emerged from school staff data: inadequate communication, engagement of county school system, and parental involvement. Suggested strategies to improve the parent/teacher relationship and promote parental involvement in the public school were more trained interpreters, translated materials in Spanish, Latino parent committee, and welcoming environment. Both school staff and parents expressed the need for Latino cultural awareness. School staff expressed the need for Latino parents' active engagement in school events, parent teacher conference, and reaching out to teachers to discuss children school needs. These results have implications toward bridging the gap between Latino parents and public schools.
Author: Gloria M. Hernandez
Publisher:
ISBN:
Category :
Languages : en
Pages : 330
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Book Description
Parent involvement in the public schools is recognized by researchers and by the great majority of public school educators as being essential to the success of students, academically and socially. It is also a legal requirement for Title 1 schools. Numerous studies have examined the effects of parent involvement with various ethnic groups, especially with African American and Hispanic groups. This study looks at the effects of a series of twelve parental involvement workshops of three hours each, presented in English, Hmong, Spanish, and Russian languages on the perceptions of parents. These parents were from four ethnic groups: African American, Hispanic, Hmong and Russian-Ukrainian. Through a pre-post survey design, this study examines the perceptions of parents on school to home communication, parental involvement in their children's academic work, and the parents' ability to help their children academically. Also examined are teachers' perceptions of various dimensions of parental involvement using a survey with dimensions which are complementary to those on the parent survey.
Author: Marlene Batista
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
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Book Description
Research indicates that children do better academically when their parents are directly involved in their education, but parents of ethnically and linguistically diverse students fail to participate in schools at the same level as families from the dominant culture. Over the past 20 years a number of parental involvement programs have been attempted in an effort to be more inclusive of Latino families, but they have not had sustainable effects in engaging these parents in the school community. Parent mentoring programs, in which parent mentors are used to facilitate classes and create a bridge between the school and Latino parents, are a promising new practice for creating long-term, collaborative relationships between Latino parents and schools. The purpose of this study was to examine the perceptions of Latino parents and administrators involved with a parent mentoring program in an effort to understand how these types of programs might create more collaborative relationships between Latino parents and schools. This ethnographic case study took place at two elementary schools in Sunnydays Unified School District, a pseudonym for a suburban K-12 district east of Los Angeles in Riverside County. The study used a purposeful sample of nine Latino parent mentors, 11 Latino parent participants, two site administrators, and one district level administrator all involved with the parent mentoring program at two school sites. Data was collected utilizing semi-structured individual interviews, observations and focus groups. The theoretical framework used for this study was Bourdieu's (1977) theory of social and cultural capital. The findings from this study showed that their lack of social and cultural capital in the dominant culture hindered Latino parents from getting involved in their children's school. Parent mentoring programs helped address such barriers as the fractured relationship between the Latino parents and the school through the use of parent mentors as a bridge of communication and support. Parent mentors also played the important roles of teachers, advocates, and role models for the other Latino parents at the schools. Data revealed that administrative support was an important factor in the success of the parent mentoring programs, but that site administrators had not received professional development on Project 2-INSPIRE and therefore had not informed or trained their staff about the program. Thus, despite the best efforts of the parent mentors, the program was never given the opportunity to bring about a true collaboration between all stakeholders. Insights from this study could be helpful to school districts interested in increasing Latino parental involvement and engagement, particularly those school districts hoping to move away from traditional parental involvement programs and toward a parent engagement approach. The study also sheds light on the need for Latino parental involvement programs to focus not just on increasing parents' cultural capital, but rather creating the environment that will increase their social capital. This study showed that the relationships and network built between the parent mentors and other less involved Latino parents was the major factor in the success of the program and the increased involvement of Latino parents at the school. Recommendations for policy and practice include replacing traditional forms of parent involvement with programs that include a parent mentoring component; training administrators and school staff in collaborative parent engagement strategies; create warm and welcoming environments at schools that foster and appreciate diversity; and creating a space specifically designated for families in the school run by a bilingual parent/community liaison who can help in bridging Latino parents to the school.
