Myth Busting: Low-Income Latinx Immigrant Parental Involvement

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Author(s): Kathy Bussert-Webb (University of Texas – Rio Grande Valley, USA)and María E. Díaz (University of Texas – Rio Grande Valley, USA)
Copyright: 2019
Pages: 24
Source title: Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-8283-0.ch011

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children's education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents' involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative.

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Myth Busting: Low-Income Latinx Immigrant Parental Involvement

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