Initial Evaluation of a Latina/o Parent College Planning Program: "It Changed My Life and My Child's Life"

Autor/inn/en	Gonzalez, Laura M.; Villalba, José A.
Titel	Initial Evaluation of a Latina/o Parent College Planning Program: "It Changed My Life and My Child's Life"
Quelle	In: School Community Journal, 28 (2018) 1, S.145-166 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Psychoeducational Methods; Parent Education; Parent Aspiration; Parent Role; Program Evaluation; Program Effectiveness; Immigrants; Self Efficacy; Pretests Posttests; Spanish; Latin Americans; Statistical Analysis; College Planning; Outreach Programs; Matched Groups; Interviews; Knowledge Level; Familiarity; Parent Participation; Qualitative Research + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Elternwille; Parental role; Elternrolle; Programme evaluation; Programmevaluation; Immigrant; Immigrantin; Immigranten; Self-efficacy; Selbstwirksamkeit; Spanisch; Latin America; People; Lateinamerika; Bevölkerung; Volk; Statistische Analyse; Studienplanung; Jobcoaching; Interviewing; Interviewtechnik; Wissensbasis; Elternmitwirkung; Qualitative Forschung
Abstract	Parents have long served a crucial role in their children's postsecondary success through guidance and support. In an effort to help Latina/o parents in emerging immigrant communities overcome any limits to their knowledge around college-going practices, this study evaluates the feasibility and beginning efficacy of a parent-focused, Spanish-language psychoeducational program ("Padres Promoviendo Preparación"). The program is novel in that it centers on increasing parent college-going knowledge and self-efficacy for guiding their children forward; it was delivered in both school and congregational settings; and the content was delivered in Spanish by community advocates working in collaboration with university-based personnel. The quantitative pre/post measures indicate that the program was successful at increasing parents' knowledge and self-efficacy, and the qualitative data help to expand upon the ways that parents perceived the impact or benefit of the program for their families. Implications for educators, advocates, and policymakers center on the impact of parent-focused programs on knowledge gains and how that knowledge transforms the parent-child relationship. As schools and communities seek to engage with families to increase Latina/o student post-high school options, this program and these findings can provide both context and content for doing so. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01