Much of the literature related to children’s academic success and long-term academic achievement is correlated to parental involvement and family engagement in academic settings (Guerra & Nelson, 2013; Hill & Tyson, 2009; Wilder, 2014). Yet, many educators have difficulty building relationships with families of color. With a growing interest in the nation-wide educational disparities of Latin@s, this research investigated how Latin@s experience approaches to parental involvement in the school system. This project also investigated a culturally meaningful concept of Latin@ parent engagement, considered the systemic barriers that have evolved in marginalized academic social settings, and the disconnection between parent-school relationships.
This case study looks at the lived experiences of seven Latin@ parents of school-aged children in south Texas. Thematic Analysis was used to interpret the results. The study also utilized Latin@ Critical Race Theory (LatCrit), which posits that discrimination is largely a social experience and can be faced in different ways. Further, that the racial experiences of marginalized groups are different in comparison to the mainstream population. The utilization of LatCrit within this case study created a focused objective lens with insights on how systemic norms, standards, and stereotyped assumptions attributed to challenges, barriers, and non-involvement with Latin@ families. LatCrit highlighted themes emergent from the voices and lived experiences of Latin@ families while helping to identify possible opportunities to address challenges and barriers identified in this study.
This research concluded that Latin@ parents 1) experienced estrangement/exclusion due to policies, practices, and approaches of school personnel; 2) desired to have stronger relationships with their child’s academic setting by means of effective communication and family inclusivity; 3) encompass generational, cultural strengths that served as protective factors in development, in the home, and at school. This research additionally offers future recommendations and social implications that can be utilized to enrich the lives of Latin@ families in academic and social settings.
|Commitee:||Settlage, Bonnie, Lemberger-Truelove, Tamiko|
|School Location:||United States -- California|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Individual & family studies, Social structure, Educational psychology|
|Keywords:||Academic social settings, Latino critical race theory, Latino families, Parent engagement, Parent involvement, Parent-to-school relationships|
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