Latino/a immigrant parents’ educational aspirations for their children

Langenkamp, Amy G.

doi:10.1080/13613324.2017.1365054

Cited by 48 publications

(60 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hispanic 1 youth make up 25% of the student population in the United States (National Center for Educational Statistics, 2016Statistics, , 2018. They are motivated, optimistic, and place high value on educational and occupational attainment (Hill & Torres, 2010;Langenkamp, 2017;Perreira, Fuligni, & Potochnick, 2010). Hispanic youth also have one of the lowest high school completion rates and are disproportionately overrepresented in below-grade curricular tracks, vocational curricula, and community colleges (Finkelstein & Fong, 2008;Fry & Taylor, 2013;Kim & Nuñez, 2013;Kao & Thompson, 2003).…”

Section: Introductionmentioning

confidence: 99%

What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth

Safavian

2019

AERA Open

View full text Add to dashboard Cite

This study examined the longitudinal associations of Hispanic youths’ 9th-grade math expectancy-values and their subsequent participation (course taking and advanced course taking), performance, and preparedness (high school graduation and university eligibility) across 9th to 12th grades. Gender moderation associations of expectancy-value and participation, performance, and preparedness were evaluated. Students’ socio-demographic characteristics and previous math experiences (achievement and curricular track) were controlled. The study sample (n = 1,116) was 53% female, 46% English learner, and 84% low income. Males reported higher expectancy, interest, attainment, and cost values. Females completed more math courses and advanced courses, achieved stronger course grades, and were more likely to complete math preparation requirements for high school graduation and college. Associations of expectancy-value, and participation and performance were observed along with gender-moderated associations with preparedness. The odds of graduation preparedness were increased for females with high attainment value, whereas the odds of university preparedness were increased for males with high utility value.

show abstract

Section: Introductionmentioning

confidence: 99%

What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth

Safavian

2019

AERA Open

View full text Add to dashboard Cite

show abstract

“…Parents' own lived experiences have a significant role in shaping how they conceptualise their children's career paths. The educational aspirations of parents were limited to government jobs, which indicates the role of family habitus in shaping the educational aspirations among parents (Langenkamp 2019). Emphasis on grades and information and likeness for measurable aspects of the educational process reflects deficits in educational aspiring among low-income parents.…”

Section: Parental Dispositions and Aspirationsmentioning

confidence: 99%

Teaching–learning process in low-fee-private schools: perspectives of parents and school management

Dar

2021

SN Soc Sci

View full text Add to dashboard Cite

This article is based on a qualitative research approach undertaken in rural Kashmir to highlight the tensions of Low-fee private schools (LFPSs). It provides a critical analysis of the predominant pedagogic discourses and parental perspectives associated with LFPS. Using the concept of institutional habitus, it argues that school and parental imaginations about good education embody marginalisation and disempowerment. Both parents and school management narratives prioritise examination performance over other creative development. Parents consider good examination performance instrumental for success, and to school management, such pedagogic discourse sits well alongside the need to thrive in a competitive educational market. This study forwards understanding about the intersections of marketisation of schooling within the milieu of educational and economic marginalisation.

show abstract

“…Such engagement efforts are ineffective in low-income Latinx contexts (Hill & Torres, 2010;Noguera, 2001;Valdés, 2017) because they fail to address the larger structural obstacles to parent participation such as language barriers (Carreón et al, 2005), lack of familiarity navigating complex institutions (Perreira et al, 2006), and material and economic constraints (Hill et al, 2017;Jasis & Ordoñez-Jasis, 2012). Despite these barriers, the prior research is clear-Latinx parents hold high educational aspirations for their children (Goldenberg et al, 2001;Langenkamp, 2019), and although parents may feel alienated rather than embraced by school ''outreach'' efforts (Kim, 2009;Valenzuela, 2010), they are highly involved in Rangel et al home-based schooling practices like checking homework when possible, providing emotional support (Auerbach, 2007;Chrispeels & Rivero, 2001;Delgado-Gaitan, 1992), and developing their children's educational identities (Kiyama, 2010).…”

Section: Formation Of Parent Relationshipsmentioning

confidence: 99%

The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation

Rangel

Shoji

Gamoran

2020

American Educational Research Journal

View full text Add to dashboard Cite

Research suggests that school-based parent networks have significant benefits for children’s education, yet scholars know very little about how such relationships form and develop over time. This study uses interview and survey data with elementary school parents in predominantly low-income Latinx communities to examine how parents meet one another; how deeper, more trusting relationships develop; and how the size and quality of parent networks change over time in the presence and absence of a family engagement program. Interview data suggest few and infrequent opportunities for parents to meet one another, which makes building relationships characterized by trust and shared expectations more difficult. The quantitative results show positive short-term effects of the program but differential effects over time.

show abstract

Latino/a immigrant parents’ educational aspirations for their children

Cited by 48 publications

References 56 publications

What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth

What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth

Teaching–learning process in low-fee-private schools: perspectives of parents and school management

The Development and Sustainability of School-Based Parent Networks in Low-Income Latinx Communities: A Mixed-Methods Investigation

Contact Info

Product

Resources

About