The purpose of this study is to explore the educational perceptions of Mexican parents living in the United States and how their experiences gestate Mexican student concepts of education. Additionally, the study explores the high drop-out rate among Mexican students enrolled in U.S. public education, the consequences the drop-out rate has on U.S. society, and the history and culture of Mexico that formed the environment in which Mexican parents lived their experiences. The study was administered using a qualitative, empirical, phenomenological methodology using in-depth interviews. The study sample consisted of six native Mexican parents with students enrolled in an urban school district in Utah. Data was collected using an interpreter, originally from Mexico, literate in English and Spanish. The in-depth interviews were recorded and translated, then transcribed using Dragon voice recognition software. The qualitative data was then analyzed for this study.
Two major themes were identified in the study. The leading theme ascertained within the data indicated gender roles of machismo and marianismo, as influenced by cultural proclivity, dominate family life, which is the basis of Mexican existence. The second dominant theme showed a narrow worldview inculcated by a group- or family-oriented life world experience. Recommendations to address the identified themes in the study are provided.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy|
|Keywords:||Education reform, High school dropout rate, Latino students, Mexican immigration, Mexico, Parental involvement, Parental perceptions|
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