Experiences of Latino Children Attending Rural Elementary Schools in the Southeastern U.S.: Perspectives from Latino Parents in Burgeoning Latino Communities

Abstract

A qualitative study, using focus groups of Latino parents living in a rural Southeastern U.S. community, was conducted to explore the experiences of elementary-school-aged Latino children. Using the consensual qualitative research method to analyze participants’ responses, this study identified four general themes that impact Latino children in these communities: (a) school/teacher characteristics and resources, (b) academic experiences in U.S. schools, (c) family and cultural traits, and (d) personal/social/economic factors. Implications for school counselors are detailed.

Support and Barriers for Latino Male Students' Educational Pursuits: Perceptions of Counselors and Administrators

“…School counselors specifically possess the communication skills and abilities to engage parents in working toward identifying sons' strengths and promoting school success skills. Educating parents about educational opportunities and access to postsecondary education and assisting them to help their sons plan for the future can be stepping stones to increased academic engagement and success (Clark, Son, Lee, Yacco, & Rant, 2011; Sciarra & Whitson, 2007; Villalba, Brunelli, Lewis, & Orfanedes, 2007). Specifically, communicating the importance of parental involvement, increasing the comfort level of parents in school settings, and inviting parents to share their skills and interests with students can foster greater parental participation and perceptions of positive partnerships with schools (Walker, Shenker, & Hoover‐Dempsey, 2010).…”

Involvement, Engagement, and Community: Dimensions and Correlates of Parental Participation in a Majority–Minority Urban School District

“…Types of participation familiar to parents from a majority Anglo community can conflict with the cultural norms of Hispanic parents (Delgado-Gaitan, 1991). Cultural values held by many immigrant Hispanic include respeto (high esteem for adults and professionals in the community) (Villalba et al, 2007). Parents may view the school's role-to provide an academic education-as something distinct from their own responsibility, which is to provide a moral grounding (Smrekar & Cohen-Vogel, 2001;Walker et al, 2011).…”

“A Different Way”: The Experiences of Latinx Parents with School Counselors

“…The school counseling specialty and school counselors in training who understand the challenges Latinx youth face are in the position to provide services such as partnering with parents and outside community agencies. A research study conducted by Villalba, Brunelli, Lewis, and Orfanedes (2007) contained implications for advocating for Latinx students through school counseling services. However, researchers indicate that Latinx students' experience various challenges with school counselors (Cavazos, Cavazos, Hinojosa, & Silva, 2009;Eckenrod-Green & Culbreth, 2008;Vela-Gude et al, 2009).…”