2006
DOI: 10.1080/00131720608984901
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Dispelling Myths about Latino Parent Participation in Schools

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Cited by 134 publications
(78 citation statements)
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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%
“…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%
“…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%
“…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%