Dispelling Myths about Latino Parent Participation in Schools

Quiocho, Alice; Daoud, Annette

doi:10.1080/00131720608984901

Cited by 134 publications

(78 citation statements)

References 4 publications

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“…The school made no intervention. This is a strong contrast to the remedial interventions so many ELLs face in schooling (e.g., Quiocho & Daoud, 2006;Valencia & Black, 2002). I find it hard to believe that an ELL two grade levels behind in one area of schooling would be dismissed as "bright" and able to catch up on their own.…”

Section: American Schoolingmentioning

confidence: 66%

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Marx

2017

IJME

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In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling.

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Section: American Schoolingmentioning

confidence: 66%

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Marx

2017

IJME

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“…The perception of the parents as a resource by the school management and teachers can improve the motivation for the development of a partnership between them (Quiocho & Daoud, 2006;Hoover-Demsey & Sandler, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…There are schools that see the parents' involvement as interference although other schools view them as a valuable resource. This latter perception can contribute to motivation for collaboration (Quiocho & Daoud, 2006;Hoover-Demsey & Sandler, 1997). One of the important factors for the success of the schoolparent relationship is the formation of trust.…”

Section: School-parents Relationsmentioning

confidence: 99%

Employing parent-teacher collaboration to enhance intrinsic motivation, creating a positive classroom climate and improved academic achievements In Arab School in Israel

Abu-Asbeh¹

2017

ASSRJ

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This study investigated ways in which intrinsic motivation can be enhanced to improve learning achievements and the correlation between motivation and classroom climate in an Arab public high school in Israel.187 school students in Grade 11 participated in the study which involved two main stages: (a) the investigation stage: examining the classroom climate, intrinsic motivation, sense of affiliation to the school, sense of wellbeing, and academic achievements in core disciplines, in addition to other relevant variables. (b) the implementation stage: this stage was performed with a set of workshops for teachers and parents over a period of six months, aimed at helping parents and teachers to improve the students' intrinsic motivation for learning. After the workshops, a questionnaire was administered for a second time to the students who had taken part in the investigation stage. Findings from the questionnaires revealed a positive correlation between students' level of achievements and the level of their intrinsic motivation, sense of belonging to the school and sense of wellbeing, and their perception of the classroom climate. All these components were found to have higher values among female students than among male students. It was concluded that the use of principles encouraging intrinsic motivation improved the level of the different components. Moreover, it was found that the use of these principles that encouraged intrinsic motivation only improved academic achievements among the male students, while among the female students the use of the same principles improved all the components.

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“…For example, Latino students, compared to their white counterparts, are more likely to live in low-income neighborhoods with low social capital, including limited access to adults who fluently speak English, are college-educated, and have professional or managerial occupations (Alba et al, 2009). At home, compared to children from other groups, they are more likely to have parents who do not speak fluent English, did not graduate high school, and are often excluded from the school community and minimally involved in their children's education despite their high expectations for their children's academic success and motivation to be more involved (Lopez & Velasco, 2011;Quiocho & Daoud, 2006;Ramirez, 2003;SuarezOrozco, Gaytan & Kim, 2009). These challenges contribute to Latino students' academic disengagement and poor school outcomes, as indicated in reading and math achievement gaps between Latino and white students, higher school dropout rates, and lower college entrance and graduation rates (Conchas, 2001;Fry, 2004;Hemphill, Vanneman & Rahman, 2011).…”

Section: Introductionmentioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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Dispelling Myths about Latino Parent Participation in Schools

Cited by 134 publications

References 4 publications

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Employing parent-teacher collaboration to enhance intrinsic motivation, creating a positive classroom climate and improved academic achievements In Arab School in Israel

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

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