"School Is the Child's Second Home": Family Engagement from a Latino Sociocultural Perspective

Autor/in	Morales-Alexander, Yasmin
Titel	"School Is the Child's Second Home": Family Engagement from a Latino Sociocultural Perspective
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 4, S.455-473 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1799118
Schlagwörter	Immigrants; Mexican Americans; Hispanic Americans; Disadvantaged Youth; Preschool Education; Parent Participation; Cultural Influences; Family Involvement; Teacher Education Programs; Preservice Teacher Education; Diversity; Family School Relationship; Elementary Education; Early Childhood Education; New York (New York) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Hispanic; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Elternmitwirkung; Cultural influence; Kultureinfluss; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	"Parent involvement", valued by the field of early childhood education, is shown to contribute to the growth and development of children. However, what has in fact, been "valued" are engagement practices based on normalized white middle class cultural patterns. The current understandings of and expectations for "parent involvement" do not take into account the cultural patterns of Latino families as they determine and support the developmental and academic goals for their children. The findings of this study on the family engagement practices of Mexican immigrant families indicate that when research is grounded in a sociocultural framework, Latino families in a Head Start program fully engaged in their children's development and early education. Moreover, they did so by relying on their cultural values of: "respeto," "convivencia," "confianza," and "comunicación." The findings presented in this paper, a.) elucidate family engagement as a cultural practice, and b.) offer insights into how teacher preparation programs can support preservice teachers' awareness and understanding of diverse cultural patterns to strengthen the family-community-school relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01