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Voices of Mexican immigrant parents ...

Goldsmith, Jill S.

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Voices of Mexican immigrant parents fostering the academic success of their children.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Voices of Mexican immigrant parents fostering the academic success of their children./
Author:	Goldsmith, Jill S.
Description:	121 p.
Notes:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1554786
ISBN:	9781303860614

Voices of Mexican immigrant parents fostering the academic success of their children.
Goldsmith, Jill S.

Voices of Mexican immigrant parents fostering the academic success of their children. - 121 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.C.)--Arizona State University, 2014.

Students who drop out of high school experience lower incomes and greater unemployment and are at higher risk of becoming part of the adult corrections system and of needing public assistance. Historically, Latino/a youth, particularly Mexican American youth, have been at particularly high risk for underachievement and dropping out of high school. Because Latino/as are the fastest growing ethnic group in the United States, their struggle in education means a larger, undereducated work force. In spite of demographic factors such as poverty, language barriers, and discrimination that potentially can adversely impact the success of the children of Mexican immigrant parents, some of these parents are taking steps to help their children succeed in high school and to enter college. While parental involvement has been generally linked to improving students' outcomes and attitudes toward school, few studies have focused on minority parents, particularly Latino/as. Even fewer have conducted qualitative studies to develop a deeper understanding of parents' beliefs, values, and actions taken to help their children. Through semi-structured interviews and grounded theory analysis, this qualitative study investigated how and why Mexican immigrant parents help their children succeed in school. Six themes emerged from the data: 1) parents' motivations stem from childhood adversity, the belief that there are opportunities in the U.S. for people who succeed academically, and unrealized dreams to pursue their own education; 2) parents' actions primarily included behaviors at home; 3) the influence of "La Familia" (the protective force of the family); 4) the influence of discipline; 5) the influence of teachers and principals who recognized and supported their children's academic success; and 6) the influence of the children themselves. Despite variations in educational attainment and income levels, the parents' values, beliefs, and actions were similar to each other and reflect their Mexican cultural upbringing. By developing a deeper understanding of the parents' beliefs, values, and actions, more culturally informed and strength-based, parent-involvement approaches can be developed for similar Mexican immigrant parents. Implications, limitations, and suggestions for future research are explored.

ISBN: 9781303860614Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Voices of Mexican immigrant parents fostering the academic success of their children.
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020 $a 9781303860614
035 $a (MiAaPQ)AAI1554786
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100 1 $a Goldsmith, Jill S. $3 2104228
245 1 0 $a Voices of Mexican immigrant parents fostering the academic success of their children.
300 $a 121 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Sharon Robinson Kurpius.
502 $a Thesis (M.C.)--Arizona State University, 2014.
520 $a Students who drop out of high school experience lower incomes and greater unemployment and are at higher risk of becoming part of the adult corrections system and of needing public assistance. Historically, Latino/a youth, particularly Mexican American youth, have been at particularly high risk for underachievement and dropping out of high school. Because Latino/as are the fastest growing ethnic group in the United States, their struggle in education means a larger, undereducated work force. In spite of demographic factors such as poverty, language barriers, and discrimination that potentially can adversely impact the success of the children of Mexican immigrant parents, some of these parents are taking steps to help their children succeed in high school and to enter college. While parental involvement has been generally linked to improving students' outcomes and attitudes toward school, few studies have focused on minority parents, particularly Latino/as. Even fewer have conducted qualitative studies to develop a deeper understanding of parents' beliefs, values, and actions taken to help their children. Through semi-structured interviews and grounded theory analysis, this qualitative study investigated how and why Mexican immigrant parents help their children succeed in school. Six themes emerged from the data: 1) parents' motivations stem from childhood adversity, the belief that there are opportunities in the U.S. for people who succeed academically, and unrealized dreams to pursue their own education; 2) parents' actions primarily included behaviors at home; 3) the influence of "La Familia" (the protective force of the family); 4) the influence of discipline; 5) the influence of teachers and principals who recognized and supported their children's academic success; and 6) the influence of the children themselves. Despite variations in educational attainment and income levels, the parents' values, beliefs, and actions were similar to each other and reflect their Mexican cultural upbringing. By developing a deeper understanding of the parents' beliefs, values, and actions, more culturally informed and strength-based, parent-involvement approaches can be developed for similar Mexican immigrant parents. Implications, limitations, and suggestions for future research are explored.
590 $a School code: 0010.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Latin American Studies. $3 1669420
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690 $a 0550
710 2 $a Arizona State University. $b Counseling Psychology. $3 1679264
773 0 $t Masters Abstracts International $g 52-06(E).
790 $a 0010
791 $a M.C.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1554786