A Narrative Analysis of Barriers and Supports in School Involvement Experiences of Hispanic Immigrant Parents with Dominant Spanish Language Proficiency

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Autor/in	Tovar, Lynn Zagzebski
Titel	A Narrative Analysis of Barriers and Supports in School Involvement Experiences of Hispanic Immigrant Parents with Dominant Spanish Language Proficiency
Quelle	(2016), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-3933-9
Schlagwörter	Hochschulschrift; Dissertation; Language Proficiency; Immigrants; Interviews; Questionnaires; Hispanic Americans; Hispanic American Students; Qualitative Research; Family Environment; Parent Participation; Language Dominance; Spanish; English (Second Language); Second Language Learning; Guidelines; Barriers; Coding; Values; Elementary School Students; Middle School Students; Informal Education; Parent Child Relationship; Academic Achievement; Grades (Scholastic); Attendance; Homework; Literacy Education; Parent Attitudes; Information Technology; Social Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Language skill; Language skills; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Fragebogen; Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Qualitative Forschung; Familienmilieu; Elternmitwirkung; Sprachliche Dominanz; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Richtlinien; Codierung; Programmierung; Wertbegriff; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Informelle Bildung; Nichtformale Bildung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Notenspiegel; Anwesenheit; Hausaufgabe; Elternverhalten; Informationstechnologie; Sozialer Einfluss
Abstract	The purpose of this narrative inquiry qualitative study was to explore the formal (school-based) and informal (home-based) school involvement experiences of Hispanic immigrant parents with dominant Spanish language proficiency and to understand the personal, environmental, and social factors that influence the school involvement process of these same parents. Twelve participants, who were Hispanic immigrant parents with at least one child enrolled in elementary or middle school in a southeast state in the United States, were interviewed about their school involvement experiences. Data were obtained from the 12 in-depth interviews, demographic questionnaires, document review, and field notes. Data were analyzed using the Two Cycle coding process recommended by Saldana (2013).The personal, environmental, and social themes that emerged throughout the analysis of this study pointed toward the relevance of a Bioecological Systems framework in examining issues related to Hispanic immigrant parent involvement. Participants' formal and informal involvement seemed to be influenced by: program/event existence, values and prioritizing, knowledge of event, support resources, and barriers and bridges. Participants supported the academic development of their children informally through talking to the children about education, monitoring grades, insuring school attendance, supporting homework completion, and supporting literacy development. School personnel, policies and practices impacted participant involvement through influence on community, accessibility, support resources, and communication. Hispanic immigrant parents utilized different strategies to work through language differences including preparing ahead, relying on others, turning to technology, relying on self, and learning English. Implications for research, policy, and counseling practice are provided. Finally, conclusions are offered regarding recognizing involvement and investment of Hispanic immigrant parents in their children's education and facilitating their formal involvement in schools as a benefit to schools and communities. Hispanic immigrant parents were found to take an active stance in working through language differences and highly valued education for their children. Their formal and informal parent involvement was influenced by a dynamic interplay of social, environmental, and personal factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01