The primary purpose of this dissertation study is to examine the impact parent involvement has on the academic success of children termed at-risk and the important role a school plays in promoting and achieving students' desired goals. Specifically, it will investigate the effectiveness of the Parent Institute for Quality Education (PIQE) program and its potential impact on creating a college-going culture for the parents and communities who attend. The program collaborated with school officials and provided informative sessions focused on parent empowerment and college preparation for the parents of at-risk students. A close analysis of role model leadership was also conducted.
This qualitative study was closely guided by two research questions: first, "What are the conditions that create a middle school college-going culture for Latino Spanish-speaking parents of at-risk youth," including (a) what impact, if any, does a program like PIQE have on creating a college-going culture; and (b) what impact does role model leadership have on creating a college-going culture? Also, "What do Latino Spanish-speaking parents of at-risk youth perceive as barriers that impact their children's educational success?
After careful analysis of questionnaires, parent interviews, observations of PIQE weekly workshops, and field notes taken by the researcher, four key findings were ascertained. The research conducted found four major findings:
First, specific attributes of the PIQE program added to the creation of a college-going culture and created the conditions for parents to feel empowered to advocate for their middle school children. These attributes included the use of primary language in all oral and written communication; the use of small, collaborative discussion groups; and, open and respectful dialogue. Second, the PIQE program assisted in the creation of a college-going culture. Third, Latino Spanish-speaking parents reported significant barriers with regard to their belief that college is attainable for their child. These included college costs, documented status, language, and knowledge of the U.S. educational system. Fourth, parents perceived role model leadership as assisting with the creation of a college-going culture.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Middle School education|
|Keywords:||College - Going Culture, Middle School At-Risk, Parent Participation|
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