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"To Get a Better Future for My Child...

Harris, Gregory Thomas.

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"To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families./
Author:	Harris, Gregory Thomas.
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687650
ISBN:	9781321653151

"To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families.
Harris, Gregory Thomas.

"To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families. - 154 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--Roosevelt University, 2015.

Parental involvement plays a significant role in student achievement. For Latino families who are Spanish-only speakers, however, the hegemony of English-only ideology may impede a parent's ability to be involved. Shifting demographics in the United States means there are more families who do not speak English, but many schools are not effectively accommodating them. Thus, many families are finding it difficult to form meaningful, productive relationships with their children's teachers. This study analyzed the narrative data of Spanish-only Latino parents to make recommendations through the lens of critical theory for addressing the structural deficiencies of the education system that hinder parental involvement. The stories from four parents, gathered using narrative inquiry, affirm that the language barrier considerably impacted their parental involvement experiences. The parents felt embarrassed by their lack of English-speaking skills and frustrated by the inadequate accommodations provided by the schools. Yet these families demonstrate a resolute dedication to their children's educations, and it was the parents' immense efforts that allowed the children to be successful despite the disobliging nature of their schools. These stories reveal that there are significant structural failures in the public schools system, such as ineffectual translation services, a lack of cultural sensitivity, and banal community-building initiatives aimed towards Latino families. As such, these deficiencies need to be immediately addressed by culturally intelligent school leaders in order to effect social justice for Spanish-only Latino families in the communities.

ISBN: 9781321653151Subjects--Topical Terms:

529436
Educational leadership.

"To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families.
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245 1 0 $a "To Get a Better Future for My Children": Overcoming the Structural Barriers to Parental Involvement for Spanish-Only Latino Families.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Leslie Rebecca Bloom.
502 $a Thesis (Ed.D.)--Roosevelt University, 2015.
520 $a Parental involvement plays a significant role in student achievement. For Latino families who are Spanish-only speakers, however, the hegemony of English-only ideology may impede a parent's ability to be involved. Shifting demographics in the United States means there are more families who do not speak English, but many schools are not effectively accommodating them. Thus, many families are finding it difficult to form meaningful, productive relationships with their children's teachers. This study analyzed the narrative data of Spanish-only Latino parents to make recommendations through the lens of critical theory for addressing the structural deficiencies of the education system that hinder parental involvement. The stories from four parents, gathered using narrative inquiry, affirm that the language barrier considerably impacted their parental involvement experiences. The parents felt embarrassed by their lack of English-speaking skills and frustrated by the inadequate accommodations provided by the schools. Yet these families demonstrate a resolute dedication to their children's educations, and it was the parents' immense efforts that allowed the children to be successful despite the disobliging nature of their schools. These stories reveal that there are significant structural failures in the public schools system, such as ineffectual translation services, a lack of cultural sensitivity, and banal community-building initiatives aimed towards Latino families. As such, these deficiencies need to be immediately addressed by culturally intelligent school leaders in order to effect social justice for Spanish-only Latino families in the communities.
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