Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study

McWayne, Christine M.; Melzi, Gigliana; Schick, Adina; Kennedy, Joy; Mundt, Kevin

doi:10.1016/j.ecresq.2013.03.008

Cited by 90 publications

(81 citation statements)

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“…In a prior development study (McWayne et al, 2013), we asked Latino Head Start parents to describe ways in which they supported their children's learning. In doing so, we uncovered dimensions of home-based engagement congruent with existing qualitative and theoretical literature on Latino family culture.…”

Section: Discussionmentioning

confidence: 99%

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Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

McWayne¹,

Melzi²

2014

Journal of Family Psychology

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Given the increased numbers of Latino children entering the U.S. educational system, there is a need to develop culturally contextualized models to understand the ways Latino parents participate in and support their children's school experiences. Current tools used to measure family engagement have been developed primarily with monolingual English-speaking European American families and thus might not accurately capture the engagement behaviors unique to other ethnic and linguistic groups. The present study builds upon prior mixed-methods research, involving a total of 763 Latino parents, which employed an emic approach to understand family engagement conceptualizations for a pan-Latino population and to develop a new measure for use with this heterogeneous group. In this follow-up study, we examined, with an additional 463 Latino caregivers, the construct validity of a revised 43-item measure across 2 language versions: Parental Engagement of Families from Latino Backgrounds (PEFL-English) and Participación Educativa de Familias Latinas (PEFL-Spanish). The 4 dimensions of family engagement empirically identified in the prior development study were confirmed with this multicity, independent sample of low-income Latino families. Family engagement dimensions demonstrated relations with recency of immigration, home language, employment, education, and caregiver age, as well as caregiver-reported levels of social support. Findings are discussed with respect to future directions for early childhood research and practice.

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Section: Discussionmentioning

confidence: 99%

“…All 43 items loaded appreciably on only one dimension. " Varimax factor loadings are from the prior development study (McWayne et al, 2013) and are presented here for ease of comparison across samples.…”

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confidence: 99%

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

McWayne¹,

Melzi²

2014

Journal of Family Psychology

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“…Parent involvement can include a wide continuum of school-based activities, ranging from communicating with a child's school, attending parent-teacher conferences, and helping out in the classroom (Castro, Bryant, Peisner-Feinberg, & Skinner, 2004;Epstein, 2001;Marcon, 1999;Reynolds & Shlafer, 2010). It also includes the home learning environment, such as helping children with school-related tasks (Halgunseth, Peterson, Stark, & Moodie, 2009), as well as cultural and family attitudes about the importance of education for future success and expectations for student behavior (Durand & Perez, 2013;Guerra & Nelson, 2013;McWayne, Melzi, Schick, Kennedy, & Mundt, 2013). In addition, young children's home learning environment-including the materials available and the type of interactions Enhancing Hispanic Dual Language Learners' Achievement children have with siblings and adults-can provide an important foundation for the development of their later academic achievement skills (Dearing & Tang, 2010;Guralnick, 2008;Lamb Parker, Boak, Griffin, Ripple, & Peay, 1999;J.…”

Section: Family Proficiency In Supporting Children's Early Learningmentioning

confidence: 99%

“…Another study of 14 Head Start programs found that Latino parents relied on these programs to help them foster their children's at-home kindergarten readiness skills (McWayne et al, 2013). An additional small qualitative study found that a bilingual climate contributed to Latino families feeling more welcome at their preschoolers' and kindergartners' school (Durand & Perez, 2013).…”

Section: Impact Of School Linguistic Capacity On Parental Involvementmentioning

confidence: 99%

“…A second small qualitative study of 21 low-income, immigrant Latino families found that mothers intentionally selected bilingual early care and education programs so that they could communicate with providers; improve their own at-home parenting skills, particularly related to behavioral challenges; and prepare for their children's transition into kindergarten. Also of importance was a setting where their children could learn English and maintain their home language (Vesely, 2013;Vesely, Ewaida, & Kearney, 2013).Another study of 14 Head Start programs found that Latino parents relied on these programs to help them foster their children's at-home kindergarten readiness skills (McWayne et al, 2013). An additional small qualitative study found that a bilingual climate contributed to Latino families feeling more welcome at their preschoolers' and kindergartners' school (Durand & Perez, 2013).…”

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Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Ackerman

Tazi

2015

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. Policy Information Report and ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing ChallengesDebra J. Ackerman 1 & Zoila Tazi 2 1 Educational Testing Service, Princeton, NJ 2 Mercy College, Dobbs Ferry, NY Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.Keywords Dual language learners; preschool; early education doi:10.1002/ets2.12045 This report arises out of three independent, yet consequentially relevant U.S. policy contexts: a strong federal focus on enhancing the quality of early education programs, a rapidly growing population of Hispanic preschoolers, and the need for concrete, on-the-ground instructional strategies for improving the learning outcomes of preschool to Grade 3 students who are not yet proficient in English. Furthermore, the relevance of these contexts emerges when considering the goals of the federal Race to the Top-Early Learning Challenge (RTT-ELC) and the demographics of the 20 states that have been awarded close to $1 billion in funding since the initiative began in 2011. For example, RTT-ELC aims to improve highneed infant, toddler, and preschoolers' access to high-quality early learning and development programs as a means for enhancing their school readiness. To accomplish this goal, the initiative targets the coordinatio...

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Human Development and Culture

Mistry

Dutta

2015

Handbook of Child Psychology and Developmental Science

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This chapter discusses advances in both concepts and methods directed toward the integration of culture and human development. In extending prior syntheses of emergent convergences across varying disciplinary perspectives that emphasize culture and human development, we bring to the fore parallels between sociohistoric‐cultural perspectives and relational development science perspectives. We begin with a brief summary of how three subfields of psychology (i.e., cultural, cross‐cultural, and developmental) began to converge in significant ways over the past three decades in order to provide a context within which the current conceptual, theoretical, and methodological advances toward the integration of culture and human development can be understood. This is followed by the main focus of the chapter–a discussion of both conceptual issues and methodological advances that have been made in the integration of culture and human development. In particular, we call attention to four key advances: (1) the relation of person and culture as embodied or mutually constitutive, (2) the integration of meaning‐making as part of context, (3) action and epigenesis as the source and process of developmental change, and (4) the simultaneous focus on both idiographic and nomothetic levels of analysis. Finally, to highlight the significant progress that has been made in application of these advances in theory and methods, we provide brief overviews of two specific topics of research in the field of human development where the integration of cultural and developmental science perspectives appears to be most promising. These two topics are the emerging field of cultural neuroscience, and integrative research on socialization and ethnic identity development.

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Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study

Cited by 90 publications

References 59 publications

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children.

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Human Development and Culture

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