The Influence of Ethnic Match on Latino School-Based Family Engagement

Autor/inn/en	Mundt, Kevin; Gregory, Anne; Melzi, Gigliana; McWayne, Christine M.
Titel	The Influence of Ethnic Match on Latino School-Based Family Engagement
Quelle	In: Hispanic Journal of Behavioral Sciences, 37 (2015) 2, S.170-185 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986315570287
Schlagwörter	Hierarchical Linear Modeling; Teacher Education; Teacher Recruitment; Disadvantaged Youth; Ethnicity; Hispanic American Students; Parent Participation; Urban Areas; Barriers; Cultural Differences; Family School Relationship; Preschool Education; Preschool Teachers; Teacher Characteristics; Child Caregivers; Likert Scales; Teacher Attitudes; Prediction; Statistical Analysis + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung; Benachteiligter Jugendlicher; Ethnizität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternmitwirkung; Urban area; Stadtregion; Kultureller Unterschied; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Likert-Skala; Lehrerverhalten; Vorhersage; Statistische Analyse
Abstract	Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined ethnic match between Latino caregivers and teachers at seven Head Start centers in a large urban area in the Northeast. Participants were 294 Latino caregivers with children enrolled in Head Start programs and 37 Head Start teachers. Using hierarchical linear modeling (HLM), findings indicated that ethnic match (defined by whether a caregiver and the Head Start teacher both identified as Latino) was significantly associated with teacher-rated family engagement. Having a Latino teacher explained a significant amount of the variance in school-based family engagement, beyond that accounted for by caregiver and teacher education. Implications for Head Start's recruitment and training of teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01