Parental Involvement in Children's Education: Lessons from Three Immigrant Groups

Coll, Cynthia García; Akiba, Daisuke; Palacios, Natalia; Bailey, Benjamin; Silver, Rebecca B.; DiMartino, Lisa; Chin, Cindy

doi:10.1207/s15327922par0203_05

Cited by 160 publications

(121 citation statements)

References 21 publications

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“…In doing so, we uncovered dimensions of home-based engagement congruent with existing qualitative and theoretical literature on Latino family culture. Through this confirmation study, we now have stronger evidence that the PEFL items capture meaningful variation in the engagement practices of low-income Latino parents, being more inclusive of practices related to parental goals (Garcia Coll et al, 2002) in this group.…”

Section: Discussionmentioning

confidence: 74%

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

McWayne¹,

Melzi²

2014

Journal of Family Psychology

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Given the increased numbers of Latino children entering the U.S. educational system, there is a need to develop culturally contextualized models to understand the ways Latino parents participate in and support their children's school experiences. Current tools used to measure family engagement have been developed primarily with monolingual English-speaking European American families and thus might not accurately capture the engagement behaviors unique to other ethnic and linguistic groups. The present study builds upon prior mixed-methods research, involving a total of 763 Latino parents, which employed an emic approach to understand family engagement conceptualizations for a pan-Latino population and to develop a new measure for use with this heterogeneous group. In this follow-up study, we examined, with an additional 463 Latino caregivers, the construct validity of a revised 43-item measure across 2 language versions: Parental Engagement of Families from Latino Backgrounds (PEFL-English) and Participación Educativa de Familias Latinas (PEFL-Spanish). The 4 dimensions of family engagement empirically identified in the prior development study were confirmed with this multicity, independent sample of low-income Latino families. Family engagement dimensions demonstrated relations with recency of immigration, home language, employment, education, and caregiver age, as well as caregiver-reported levels of social support. Findings are discussed with respect to future directions for early childhood research and practice.

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Section: Discussionmentioning

confidence: 74%

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

McWayne¹,

Melzi²

2014

Journal of Family Psychology

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“…For example, Latino parents are significantly less likely to read to their young children than are European American parents (Bradley et al 2001;Raikes et al 2006). To a large extent, this pattern may be a function of language barriers, low levels of schooling, and lack of knowledge about American education among Latino immigrants (Cooper et al 1999;García Coll et al 2002). Culturally bounded beliefs about the parental role may also have an effect.…”

Section: High Parental Expectations Foster Parental Involvement In Scmentioning

confidence: 99%

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al. 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992;

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“…The troubling implications of this language-based disparity extend beyond LEP adults, as this lack of services also proves harmful to children of LEP adults. For instance, parents who expect to encounter language barriers in medical settings are less likely to bring their children to the doctor (Flores et al, 2003), and limited provision of language services in public schools decreases LEP parent involvement in education (García Coll et al, 2002;Lopez, Sanchez, & Hamilton, 2000;Ramirez, 2003). Moreover, when no official language access is provided, adults may use their children as interpreters -a practice that can have additional negative implications for immigrant families.…”

Section: Causes and Consequences Of Language-based Inequalitymentioning

confidence: 99%

Improving immigrants' access to public services in the United States: language access policy and policy implementation1

Sperling

2009

Current Issues in Language Planning

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Language access mandates in the USA, which require that governmental services be provided in any needed language, have been largely ignored since their first enacting. However, the past decade has seen an increase in the number of national, state, and local efforts to accommodate limited English-proficient individuals. This article provides an overview of methods used to provide oral communication in multiple languages and reviews technologies used in interpreting practices. More broadly, this article calls attention to language access in the USA as an increasingly noticed area of minority rights and shows how technologies have become a vital component in implementing language access policies.

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Parental Involvement in Children's Education: Lessons from Three Immigrant Groups

Cited by 160 publications

References 21 publications

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

Parental Expectations and Children's Academic Performance in Sociocultural Context

Improving immigrants' access to public services in the United States: language access policy and policy implementation1

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