Perceptions about Parental Engagement among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds

Autor/inn/en	Johnson, Samantha Berkule; Arevalo, Jenny; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Dreyer, Benard P.; Mendelsohn, Alan L.
Titel	Perceptions about Parental Engagement among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds
Quelle	In: Early Childhood Education Journal, 44 (2016) 5, S.445-452 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0728-z
Schlagwörter	Hispanic Americans; Hispanic American Students; Mothers; Parent Participation; Immigrants; Elementary School Students; Grade 1; Low Income Groups; Parent Attitudes; Parent Role; Parents as Teachers; Interviews; Qualitative Research; Self Esteem; Parenting Styles; Child Rearing; Barriers; Limited English Speaking; Language Proficiency + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Mother; Mutter; Elternmitwirkung; Immigrant; Immigrantin; Immigranten; School year 01; 1. Schuljahr; Schuljahr 01; Elternverhalten; Parental role; Elternrolle; Interviewing; Interviewtechnik; Qualitative Forschung; Self-esteem; Selbstaufmerksamkeit; Kindererziehung; Language skill; Language skills; Sprachkompetenz
Abstract	Parental engagement is critical to children's educational achievement. Before and during elementary school, it is crucial for parents to be involved in their children's education in order to foster development and achievement. Hispanic parents' immigrant status, coupled with a lack of English proficiency, means that they often find themselves of low socioeconomic status (SES). Being low SES also means that parents possess fewer resources for engaging with their children. The current study seeks to understand low-income, primarily Hispanic mothers' perceptions of their roles in their first grade children's education. Mothers were interviewed regarding parenting confidence related to teaching their children, and responses were analyzed using qualitative research methods. Mothers in this study associated their roles in their children's education with two primary areas: helping their children to learn, and raising their children to be well-behaved and respectful. The main barrier to parental confidence in these roles appeared to be mothers' lack of English proficiency. This is consistent with previous research demonstrating that Hispanic parents maintain the perception of a lack of proficiency in English as a significant barrier to parental involvement in their children's education in the United States. Future interventions with teachers and parents may benefit from these findings in consideration of the optimal ways to involve parent related to their perceived personal strengths regarding parental engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01