The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation

Autor/inn/en	Rangel, David E.; Shoji, Megan N.; Gamoran, Adam
Titel	The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation
Quelle	In: American Educational Research Journal, 57 (2020) 6, S.2450-2484 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rangel, David E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220916461
Schlagwörter	Social Networks; Parent Participation; Elementary School Students; Parent Attitudes; Trust (Psychology); Hispanic Americans; Hispanic American Students; Family Programs; Interpersonal Relationship; Low Income Groups; Sustainability; Outcomes of Education; Program Descriptions; Parent School Relationship; Texas (San Antonio); Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Elternmitwirkung; Elternverhalten; Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Family program; Familienprogramm; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Nachhaltigkeit; Lernleistung; Schulerfolg; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Research suggests that school-based parent networks have significant benefits for children's education, yet scholars know very little about how such relationships form and develop over time. This study uses interview and survey data with elementary school parents in predominantly low-income Latinx communities to examine how parents meet one another; how deeper, more trusting relationships develop; and how the size and quality of parent networks change over time in the presence and absence of a family engagement program. Interview data suggest few and infrequent opportunities for parents to meet one another, which makes building relationships characterized by trust and shared expectations more difficult. The quantitative results show positive short-term effects of the program but differential effects over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01