Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms

Wassell, Beth A.; Hawrylak, María Fernández; Scantlebury, Kathryn

doi:10.1177/0042085915602539

Cited by 21 publications

(16 citation statements)

References 27 publications

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“…To reiterate, previous research has suggested that perceived barriers of culture and/or language are possible explanations for low engagement and involvement of ELL families (Case, 2015;Wassell, Hawrylak, & Scantlebury, 2015).…”

Section: Resultsmentioning

confidence: 88%

“…This was conducted in order to best understand a holistic perspective of how K-12 administrators are currently engaging and involving ELL students and their families. Previous research had suggested that perceived barriers of culture and/or language are possible explanations for low engagement and involvement of ELL families (Case, 2015;Wassell, Hawrylak, & Scantlebury, 2015).…”

Section: Quantitative Data Collectionmentioning

confidence: 99%

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Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Parsons¹,

Shim²

2019

ELT

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This study reports the findings from an exploration of K-12 administrators in a rural state about how they can more effectively engage and involve families of English language learners (ELLs). The guiding questions for this study are: (1) How does the role of administrators influence the engagement and involvement of ELL parents within K-12 education? (2) What can administrators do within their districts specific to their district in order to facilitate ELL parental engagement and involvement? Through an online survey and in-person interviews, the authors focus specifically on the perceived level of engagement of ELL families as it pertains to districts in general and a specific district. Furthermore, preconceived notions of expectations and language differences and the effectiveness of programs currently offered overall throughout the rural state are explored. Finally, the authors offer suggestions on how to better involve and engage ELLs and their families.

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Section: Resultsmentioning

confidence: 88%

Section: Quantitative Data Collectionmentioning

confidence: 99%

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Parsons¹,

Shim²

2019

ELT

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“…Most of the teachers reported desiring better relationships with the students' parents, and Cheyenne -although she admittedly had poor relationships with parents -mitigated her lacking relationships with the parents of ELLs with disabilities by building positive relationships with the students. This finding regarding difficult parent relationships is consistent with Wassell, Hawrylak, and Scantlebury (2017) who also examined the views of teachers who worked with parents of ELL students. They found similar findings which included (a) perceived lack of trust in the school system, (b) communication, and (c) cultural mismatches.…”

Section: Chapter 5 Discussionsupporting

confidence: 86%

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

Kamuru¹

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Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled peers. Numerous studies over four decades have linked student outcomes to teacher self-efficacy (i.e. belief in ability to perform a task for expected outcomes). Considering many ELLs with disabilities receive mathematics instruction from special education teachers, there are questions about the self-efficacy of these teachers to provide quality instruction, since there are few studies focused specifically on preparing or supporting special education teachers to teach mathematics to ELLs with disabilities. The purpose of this dissertation is to examine in-service special education teachers' overall self-efficacy in teaching mathematics in teaching any student with a disability and in teaching ELLs with disabilities in culturally and linguistically responsive ways. One hundred seventeen special education teachers from 9 states were recruited for this study which utilized surveys and follow up interviews. Six participants, chosen for having low or high self efficacy in teaching mathematics to any student with a disability or in teaching mathematics to ELLs with disabilities, were interviewed about factors which were helpful or harmful to their self-efficacy. Themes from the data included (a) teacher preparedness, (b) student characteristics, (c) teaching pedagogy, (d) building culture, (e) overall teacher disposition and (f) culturally responsive pedagogy.

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“…Parents who are recent immigrants may also be challenged by lack of knowledge of the school culture, feelings of inadequacy, and an all-consuming focus on provision for the family (Cline & Necochea, 2001; Quin & Han, 2014). Teachers may expect them to “step up and be parents” (Wassell, Hawrylak, & Scantlebury, 2015, p. 13) in terms of traditional involvement when hours of necessary employment make them unavailable to their children.…”

Section: Traditional Parent Involvement Policy and Barriers To Parementioning

confidence: 99%

Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy

Fennimore

2017

Review of Research in Education

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This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

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Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms

Cited by 21 publications

References 27 publications

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy

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