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).…”

Becoming Job-Ready

“…Narrative methods are advocated for understanding the role of work in the lives of participants (e.g., Lent, Brown, & Hackett, 2000; Richardson, 1993) as descriptions and explanations about the self are often conveyed in the form of a story (Bruner, 1990). As a result, storytelling can be a productive mechanism for eliciting views from girls and parents (Villalba, Brunelli, Lewis, & Orfanedes, 2007). When using narrative methods, it is important to recognize a researcher’s positionality, and as Strauss and Corbin (1998) suggested, we chose to acknowledge our biases.…”

Examining Literature on Hispanic Student Achievement in the Southeastern United States and North Carolina

“…Relatedly, in a rural Southeastern U.S. state, a qualitative study focusing on Hispanics was conducted with the hopes of discovering the implications for school counselors. The focus groups with nine Hispanic parents revealed four themes, similar to Bohon et al (2005), that impact Hispanic children: (a) school/teacher characteristics and resources, (b) academic experiences in U.S. schools, (c) family and cultural traits, and (d) personal/social/economic factors (Villalba, Brunelli, Lewis, & Orfanedes, 2007). The need for bilingual support systems in both high schools and colleges is clear.…”