Cultivating engagement with Latino children and families: Examining practices at a community school

Quiñones, Sandra; FitzGerald, Anne Marie

doi:10.1080/15235882.2019.1624280

“…This analysis revealed that parents' feelings of ownership encouraged by shared decisionmaking in the school and co-advocacy for community causes resulted in outcomes for both parents and students. In line with these findings, Quiñones and FitzGerald's (2019) study of leadership practices at a community school in the USA suggested that parents' sense of ownership for the school resulted in higher levels of parent engagement. Unique to this study, a shared sense of ownership for the school and community amongst school staff and families was also found to be connected with a students' feelings of being cared for and about in the school.…”

Section: Discussionmentioning

confidence: 72%

“…Literature on leadership and school-family-community partnerships also reveals some potential moderating conditions that may influence the effectiveness of particular leadership practices that foster school-family-community partnerships. Principal attitude towards school and community partnerships (Muijs, 2007), principals' social capital (Sanders, 2016), principal racial, cultural, and linguistic identity (Hernandez et al, 2014;Quiñones and FitzGerald, 2019;Shah, 2018a), and principal social justice stance (Hernandez et al, 2014) may influence the quality and types of school-family-community partnerships. For example, a multiple case study of three Full-Service Community Schools in the USA revealed that principals who had strong social ties to school districts and city leaders were able to leverage their social capital to secure funding and resources in ways principals with less social ties could (Sanders, 2016).…”

Section: Community Partnershipsmentioning

confidence: 99%

“…For example, the administrator commented that, "the willingness to provide The present study found that having opportunities to co-construct the school through shared decision making and encouraging parent-led advocacy for community encouraged families' and school staff's shared sense of ownership of and investment in the school and larger community. Similarly, Quiñones and FitzGerald (2019) and Ishimaru (2013) have suggested that when parents and school staff share decision-making power, parents feel a greater sense of ownership of and investment in the school. Further, Goldfarb and Grinberg (2002) found that community members felt a sense of ownership over their local community centre when they took part in decision-making processes about the community centre.…”

Section: Mechanism Of Changementioning

confidence: 99%

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Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Cummins¹

2023

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Research has highlighted the important role of school leadership in fostering school-family-community partnerships, but few studies purposefully test causal links between leadership practices, partnerships, and student educational success and family well-being. This explanatory multiple case study analyzed secondary parent focus group and school administrator interview data at two schools in the Toronto-based Model Schools for Inner Cities initiative. Descriptive analyses revealed seven leadership practices administrators used to foster school-family-community partnerships. Explanatory analyses considered how and through what mechanisms of change leaders who share leadership responsibilities with families affect student and family outcomes. A causal link between shared leadership strategies and student and family outcomes was confirmed. Key mechanisms of change included parents’ sense of ownership and feelings of empowerment as well as parents’ perceptions of congruent interests and goals. Further, moderating conditions were identified, most predominantly, the leader’s social justice vision. Implications for future research and practice are discussed.

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“…Literature on leadership and school-family-community partnerships also reveals some potential moderating conditions that may influence the effectiveness of particular leadership practices that foster school-family-community partnerships. Principal attitude towards school and community partnerships (Muijs, 2007), principals' social capital (Sanders, 2016), principal racial, cultural, and linguistic identity (Hernandez et al, 2014;Quiñones and FitzGerald, 2019;Shah, 2018a), and principal social justice stance (Hernandez et al, 2014) may influence the quality and types of school-family-community partnerships. For example, a multiple case study of three Full-Service Community Schools in the USA revealed that principals who had strong social ties to school districts and city leaders were able to leverage their social capital to secure funding and resources in ways principals with less social ties could (Sanders, 2016).…”

Section: Community Partnershipsmentioning

confidence: 99%

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Cummins¹

2023

Preprint

0

View full text Add to dashboard Cite

Research has highlighted the important role of school leadership in fostering school-family-community partnerships, but few studies purposefully test causal links between leadership practices, partnerships, and student educational success and family well-being. This explanatory multiple case study analyzed secondary parent focus group and school administrator interview data at two schools in the Toronto-based Model Schools for Inner Cities initiative. Descriptive analyses revealed seven leadership practices administrators used to foster school-family-community partnerships. Explanatory analyses considered how and through what mechanisms of change leaders who share leadership responsibilities with families affect student and family outcomes. A causal link between shared leadership strategies and student and family outcomes was confirmed. Key mechanisms of change included parents’ sense of ownership and feelings of empowerment as well as parents’ perceptions of congruent interests and goals. Further, moderating conditions were identified, most predominantly, the leader’s social justice vision. Implications for future research and practice are discussed.

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“…Previous research on second-generation immigrants showed that the sense of belonging to heritage language and culture depends on the level of heritage language proficiency [64], although there are variations among different ethnic groups. Heritage language literacy is also an important factor that affects linguistic and cultural identity of heritage speakers [65][66][67][68][69] and their access to historical and cultural heritage [70] via the home literacy environment [67,71], school language programs [54,65] or community-based language schools [68,72].…”

Section: Acculturation and Multicultural Societies Language/culture Identitymentioning

confidence: 99%

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

Karpava¹

2022

Heritage - New Paradigm

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There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

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Cultivating engagement with Latino children and families: Examining practices at a community school

Cited by 8 publications

References 30 publications

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Leadership Vision and School-Family-Community Partnerships in the Model Schools for Inner Cities Initiative: a Multiple Explanatory Case Study

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

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