Taking a Closer Look at Latino Parents at One Spanish-English Two-Way Immersion Charter School

Autor/inn/en	Whiting, Erin; Feinauer, Erika; VanDerwerken, Douglas
Titel	Taking a Closer Look at Latino Parents at One Spanish-English Two-Way Immersion Charter School
Quelle	In: Journal of Multilingual and Multicultural Development, 33 (2012) 5, S.497-510 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2012.681660
Schlagwörter	Charter Schools; Parent Attitudes; Bilingual Education; Language Enrichment; Multivariate Analysis; Hispanic Americans; Adolescents; Spanish; English (Second Language); Second Language Learning; Immersion Programs; Elementary Schools; Surveys; Income; Religion; Classification; Whites; Parent Background + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Elternverhalten; Bilingual teaching; Bilingualer Unterricht; Multivariate Analyse; Hispanic; Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immersionsprogramm; Elementary school; Grundschule; Volksschule; Survey; Umfrage; Befragung; Einkommen; Classification system; Klassifikation; Klassifikationssystem; White; Weißer; Elternhaus
Abstract	Scholars who work with Latino/as in the USA have long been calling for a more nuanced understanding of the heterogeneity of the US-based Latino population. Two-way Immersion (TWI) bilingual education programmes are an interesting context in which to examine the Latino parent communities in the USA. Overall, the language enrichment nature of TWI programmes attracts diverse parents from across many different demographic groups, and for a variety of reasons. This study uses an innovative application of cluster analysis to examine the parent population at one TWI Spanish-English elementary school. Survey questions asked were: parents' income, educational achievement, ethnicity, language spoken at home, religious affiliation, country of origin and residential distance from the school. Our analyses reveal that parents in our sample can be classified into four distinct groups based on the combinations of included characteristics. Our analyses show the emergence of three Latino parent clusters and one Caucasian parent cluster. These analyses show how accounting for the different social dimensions of these parents' lives simultaneously can provide a more nuanced understanding of the Latino parents at this school. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10