Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

Alexander, Jamie D.; Cox, Ronald B.; Behnke, Andrew O.; Larzelere, Robert E.

doi:10.1177/0739986317700837

Cited by 11 publications

(20 citation statements)

References 25 publications

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“…Both of the students' answers seem to reinforce the stereotype that Latinas/os do not value education, and there are those in our sample who did not receive parental or other family encouragement to go to college. Alexander et al (2017) showed that parental noninvolvement does not necessarily affect academic achievement negatively. More important are student interpretations of the reasons why parents do not or are unable to engage more with their child's schooling.…”

Section: Resultsmentioning

confidence: 99%

It’s Capital! Understanding Latina/o Presence in Higher Education

Ayala

Contreras

2018

Sociology of Race and Ethnicity

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Latina/o educational differentials have been studied predominantly from a deficit standpoint that emphasizes a lack of cultural capital. More recently, researchers began to reject this deficit perspective, foregrounding instead the cultural capital that enables Latina/o students to succeed academically. The very idea that Latina/o students possess cultural capital is new to higher education, which has historically undervalued Latina/o student experience and community history. Cultural capital, however, plays a crucial role in Latina/o student academic achievement. The authors’ study of junior- and senior-level Latina/o students attending a primarily White four-year research university in the Midwest examines Latina/o community cultural wealth, particularly with regard to navigating the academy. The authors also suggest institutional changes to develop policies that address Latina/o student presence from a capital rather than a deficit perspective.

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Section: Resultsmentioning

confidence: 99%

It’s Capital! Understanding Latina/o Presence in Higher Education

Ayala

Contreras

2018

Sociology of Race and Ethnicity

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“…However, this need not be a barrier. In a different study, our team demonstrated how creating a welcoming environment to Latino families can overcome language barriers (Alexander, Cox, Behnke, & Larzelere, 2017). As a result of an often adverse political climate Latino families in general and immigrant families in particular are difficult to recruit into programs.…”

Section: Discussionmentioning

confidence: 99%

Linking Experiential Workshops and Increased STEM Interest Among First- and Second-Generation Latino Youth

Sallee

Cox

Flores

et al. 2019

JYD

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Extension outreach professionals are searching for new methods to target the growing population of Latino students. Oklahoma State University faculty in the Animal Science department and the 4-H Youth Development program partnered to sponsor a 4-H STEM Institute designed to promote science, technology, engineering, and math to Latino students in the Unidos Se Puede program. The STEM Institute was designed to introduce the Latino youth to college life and STEM based career opportunities. The program was evaluated utilizing the 4-H Common Measures Science instruments. The results indicate a positive impact on the youths' perception of STEM as a career option. The students' increase in selfefficacy predicts the students will increase their persistence in the subjects of science and math (Simpkins, Davis-Kean, & Eccles, 2006). Increased persistence in science and math leads to increased success in post secondary STEM studies and occupations.

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“…Index of life-context barriers. Based on previous studies (Alexander et al, 2017;Hoover-Dempsey et al, 2005;Turney & Kao, 2009), five life-context barriers to parental involvement were assessed: (a) English proficiency; (b) transportation limitations; (c) unfamiliarity with school system; (d) lack of childcare; and (e) busy work schedule. Students were asked their perceptions of how often each condition prevents their parents from communicating with teachers.…”

Section: Methodsmentioning

confidence: 99%

A parental involvement and academic socialization model: A cultural approach.

Haejung

Devall

2019

School Psychology

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Utilizing ecological theory and multiple world theory, the current study investigated the effects of cultural factors (i.e., Familismo and school climate), parental involvement, and academic socialization on academic achievement of Latina/o secondary school students. This study had 2 primary foci. First, this study sought to address how the cultural value of Familismo and the interaction between home and school cultures play a role in parental involvement and academic achievement. Second, the effect of academic socialization was tested as a distinct factor from parental involvement. Data were collected from 116 Latina/o students living along the U.S./Mexico border. This study tested a path model that explained 30% of the variance in academic achievement, 25% of the variance in academic socialization, and 21% of the variance in parental involvement. Among 8 proposed relationships, 6 were supported while 2 were not. The mediating effects of parental involvement and academic socialization were supported that connect Familismo, school climate, and academic achievement. Implications for Latina/o secondary students who navigate between the different cultural worlds of home and school are discussed. Impact and ImplicationsThis study addressed cultural and proximal process factors that are closely associated with academic achievement of Latina/o secondary students. The findings of the study provide cultural and practical implications that are useful in promoting academic success of Latina/o secondary students.

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Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

Cited by 11 publications

References 25 publications

It’s Capital! Understanding Latina/o Presence in Higher Education

It’s Capital! Understanding Latina/o Presence in Higher Education

Linking Experiential Workshops and Increased STEM Interest Among First- and Second-Generation Latino Youth

A parental involvement and academic socialization model: A cultural approach.

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