Date of Award
Master of Arts (MA)
College of Education and Human Services
Family and Child Studies
Thesis Sponsor/Dissertation Chair/Project Chair
Hispanic American children--Education--United States, Education--Parent participation--United States, Children of immigrants--United States
The purpose of this study was to assess Hispanic/Latino parental involvement techniques and their predictors. Further, the study examined whether a relationship between the immigration paradox and parental involvement exists. Parental involvement was defined in both traditional forms (home- and school- based) and in additional four culturally specific forms. The survey participants consisted of 114 mothers and 19 fathers with school-aged children (ages 5-18 and grades pre-kindergarten to 12th). Multiple regression analyses were conducted to determine which variables affected each of six parental involvement techniques. Results reflected many of the previous findings in Hispanic/Latino education literature. For example, when parents positively perceived the outreach efforts of teachers and schools, they were more likely to be involved in their children’s education. Additionally, the results showed that perceived teacher or school outreach was the most important predictor for most parental involvement methods. Findings suggest parental involvement for Hispanic/Latino parents extend beyond traditional home- and school-based involvement methods. These findings also emphasize the importance of adequate outreach from teachers and schools to Hispanic/Latino families in order to support their children’s positive educational achievement.
Espinal, Ailiceth, "Taking on the Immigration Paradox : Hispanic Parental Involvement" (2017). Theses, Dissertations and Culminating Projects. 406.