Cultural Appropriation, Performance, and Agency in Mexicana Parent Involvement

Galindo, René; Medina, Christina

doi:10.1080/15348430902973450

Cited by 15 publications

(9 citation statements)

References 13 publications

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“…In one study, for example, a Latina motbers' group tbat facilitated tbe cultural translation of tbe scbool's pbilosopby demonstrated a deeper understanding of tbe pbilosopby of tbe scbool and became empowered to educate otber families. Tbis indicated a need for scbools to embrace families as translators, trust them to make the most culturally relevant translations, and allow tbem to become tbe scbool's ambassadors to tbeir communities (Galindo & Medina, 2009).…”

Section: Considerations For Race and Ethnicitymentioning

confidence: 99%

“…These reports, along with aU other communicadon, are translated for any Ladno parents that would prefer receiving communicadon in Spanish, a key best pracdce in parental involvement (Epstein & Dauber, 1991;Epstein 2009;Galindo & Medina, 2009). In addition to written communicadon, teachers caUed or visited parents in their homes on a regular basis: The administradon and teachers also personally called aU parents to remind and invite them to school events, such as Parent Teacher Organization meetings and conferences.…”

Section: Strategies Employedmentioning

confidence: 99%

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Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Bower¹,

Griffin²

2011

Professional School Counseling

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The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research.

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Section: Considerations For Race and Ethnicitymentioning

confidence: 99%

Section: Strategies Employedmentioning

confidence: 99%

Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Bower¹,

Griffin²

2011

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…Thus, engagement is an overarching set of cultural attitudes and beliefs that belie and inform parental participation and parents’ perceptions about education rather than simply a quantitative behavioral assessment of specific actions that might be better captured by involvement. Aware of sociocultural resources that many families bring to school relationships, scholars have recognized and begun to capitalize on these cultural assets of families and communities (Galindo & Medina, ).…”

Section: The Relationship Between College Students and Their Familiesmentioning

confidence: 99%

Parent and Family Engagement in Higher Education

Kiyama¹,

Harper²,

Ramos³

et al. 2015

ASHE Higher Education Report

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“…This point is evident in the way the survey asked about parent participation, as well. The survey focused on traditional forms of parental involvement, failing to ask and thus capture the nuances that entail parental engagement (Baquenado et al, 2013;Galindo & Medina, 2009). Instead, the survey itself showcased a normative assumption about data collectionhelicopter researcher as extractor of knowledge-rather than collaborator (Pasque, Carducci, & Kuntz, 2012).…”

Section: The School and Researchers As Holders Of Powermentioning

confidence: 99%

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Aguayo

Dorner

2017

EPAA

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Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents' abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault's concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in Education Policy Analysis Archives Vol. 25 No. 112 2 SIES's climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project-despite good intentions-were not bridging the gap between hegemonic Englishspeaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools. Keywords: language immersion schooling, parent engagement, parent involvement policy, school climate, Thinking with Theory Examinando las percepciones de padres de familia emigrantes sobre el ambiente de una escuela nueva de inmersión de lengua: Un crítico análisis utilizando "Pensando con Teoría" Resumen: La involucración de padres de familia en las escuelas usualmente se desarrolla por medio de relaciones con sentido único y orientación déficit, donde la información fluye de escuela a familias y los padres son percibidos con falta de capacidad o conocimiento. Pero poco se sabe sobre las condiciones que los padres de familia hispanohablantes en escuelas de inmersión en español, donde presumiblemente pueden emplear menos perspectivas con características déficit debido a la lengua y el enfoque cultural de su modelo educacional. Por esta razón, este estudio pregunta: ¿Como el discurso del ambiente de la escuela forma las habilidades de los padres de familia hispanohablante para comprometerlos en una escuela primaria de inmersión en español (SIES)? ¿A caso los padres de familia promulgan poder relacional en SIES, y si es cierto, como lo hacen? Los análisis de datos fueron centrados en encuestas sobre el ambiente escolar de 19 madres de familia hispanohablante. Enmarcados por conceptos de Ecologías del Compromiso de Padres de Familia (EPE) y el concepto de poder por Foucault, este estudio examino no solo las percepciones de las madres, sino también sobre el mis...

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Cultural Appropriation, Performance, and Agency in Mexicana Parent Involvement

Cited by 15 publications

References 13 publications

Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Parent and Family Engagement in Higher Education

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

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