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

McWayne, Christine M.; Melzi, Gigliana

doi:10.1037/a0036167

Cited by 52 publications

(36 citation statements)

References 24 publications

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“…Also of note was the “low” engagement profile among the English language sample. In addition to being low on the whole, this profile group was considerably low (more than a standard deviation lower than the mean) on the two dimensions thought to represent distinctive Latino cultural values (i.e., Foundational Education and Future-oriented Teaching; McWayne & Melzi, 2014). This pattern of scores suggests a disadvantage in both mainstream and Latino heritage values for this small (8%), relatively unengaged English-speaking profile group.…”

Section: Discussionmentioning

confidence: 78%

“…Higher scores across the four dimensions (i.e., Foundational Education, Supplemental Education, Future-oriented Teaching and School Participation) reflected higher endorsement of that particular form of engagement. Additional construct validity evidence has been provided for the PEFL as these dimensions have been confirmed with broader samples of Latino Head Start families (McWayne & Melzi, 2014) and found to relate significantly to teacher reports of family involvement and parent-reported satisfaction with school contact and support (McWayne et al, 2013). …”

Section: Methodsmentioning

confidence: 90%

“…It is also critical that early childhood programs, like Head Start, have information about the culturally- and contextually-meaningful ways that low-income, Latino parents engage with their young children’s learning, so that practitioners can leverage those practices. Guided by ecocultural theory (Weisner, 2002a; Weisner, 2002b) and using a newly validated, multidimensional, parent-derived measure of Latino family engagement in preschool (McWayne et al, 2013; McWayne & Melzi, 2014), this study captured different patterns of family engagement among a diverse group of low-income, Latino primary caregivers, as well as identified demographic characteristics and child outcomes associated with these patterns within and between language subgroups.…”

Section: Discussionmentioning

confidence: 99%

“…The Parental Engagement of Families from Latino Backgrounds (PEFL-English) or Participación Educativa de Familias Latinas (PEFL-Spanish) scales (McWayne et al, 2013; McWayne & Melzi, 2014) were employed to measure Latino family engagement among this sample of low-income families. The 65-item, parent-report versions of these measures were originally developed and validated with Head Start families living in two major cities in the northeastern United States.…”

Section: Methodsmentioning

confidence: 99%

“…In two recent investigations designed from an emic perspective in order to uncover culturally-relevant engagement practices, McWayne, Melzi, and colleagues (2013; 2014) empirically identified four dimensions of family engagement operating among low-income Latino families of preschool children. In these studies, Latino parents’ home-based involvement, typically captured with a single dimension (e.g., Fantuzzo et al, 2000), was represented across three distinct dimensions (named, Foundational Education, Supplemental Education, and Future-Oriented Teaching), whereas their school-based engagement was captured in only one dimension (named, School Participation).…”

Section: Family Engagement Among Low-income Latino Familiesmentioning

confidence: 99%

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Ecocultural patterns of family engagement among low-income Latino families of preschool children.

McWayne

Melzi

Limlingan

et al. 2016

Developmental Psychology

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For the five million low-income Latino children in the United States who are disproportionately impacted by the numerous risk factors associated with poverty, it is essential to identify proximal protective factors that mitigate these risks and bolster the academic and social skills that are foundational to a successful transition into formal schooling. Using ecocultural theory as a lens to guide this work, the present study: (1) described patterns of culture-contextualized family engagement among a low-income, Latino sample and (2) examined relations between these patterns, family demographic factors, and children’s language and social skills in preschool. Across Spanish and English language subsamples, we found evidence that there is heterogeneity in patterns of family engagement within and across language groups, such that different forms of family engagement defined the high engagement profiles in particular. We also found that demographic factors (such as child gender, family structure, and parental education and employment) predicted these patterns differentially across language groups, and that these patterns related to children’s social and language skills in meaningful ways. Findings provide directions for future research, theory, and practice with this heterogeneous cultural group.

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Section: Discussionmentioning

confidence: 78%

Section: Methodsmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Family Engagement Among Low-income Latino Familiesmentioning

confidence: 99%

See 3 more Smart Citations

Ecocultural patterns of family engagement among low-income Latino families of preschool children.

McWayne

Melzi

Limlingan

et al. 2016

Developmental Psychology

Self Cite

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Grounding understanding of the home numeracy environment: Within‐group variation in Latine families

Cosso,

Campos Oaxaca,

Purpura

2024

Infant and Child Development

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The home numeracy environment is an essential construct that helps explain children's numeracy skills. However, this field has been developed mostly focusing on monolingual English‐speaking families, and cultural differences that contextualize the home environment have not been considered. This study describes the home numeracy environment of Latine families by (1) identifying the more and less common numeracy activities in the home of Latine families; (2) exploring differences, such as family members involved in the activities and generation in the United States; and (3) examining the association between activities and math anxiety and beliefs. Participants were 341 caregiver‐child dyads (M age = 2.9 years, SD = 0.7 months). We found that the less common numeracy activities in the home of Latine families are items commonly used in the literature to measure numeracy home environment. In addition, the role of family members varies across generations. This study provides a foundation for understanding the home numeracy environment of Latine families.

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Extending the Validity of the Family Involvement Questionnaire–short Form for Culturally and Linguistically Diverse Families From Low‐income Backgrounds

Bulotsky‐Shearer

Bouza

Bichay

et al. 2016

Psychology in the Schools

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The construct validity of the Family Involvement Questionnaire–Short Form (FIQ‐SF) was examined in an independent sample of ethnically and linguistically diverse low‐income families (N = 498) enrolled in an urban Head Start program in the Southeast. A series of exploratory and confirmatory factor analyses replicated the three‐factor structure identified in initial validation studies with Northeast samples: home‐school conferencing, home‐based involvement, and school‐based involvement. Findings from multiple group confirmatory factor analyses provided evidence that the three‐factor structure was invariant across family ethnicity. multivariate analyses of variance also confirmed hypothesized mean differences on FIQ‐SF dimension scores across family demographic variables such as caregiver ethnicity, primary home language, caregiver education, employment, and marital status. Findings replicate and extend prior construct validity evidence to support the use of the FIQ‐SF by early childhood education programs such as Head Start serving diverse families from low‐income backgrounds. Implications for future research, practice, and policy applications in early childhood are discussed.

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

Cited by 52 publications

References 24 publications

Ecocultural patterns of family engagement among low-income Latino families of preschool children.

Ecocultural patterns of family engagement among low-income Latino families of preschool children.

Grounding understanding of the home numeracy environment: Within‐group variation in Latine families

Extending the Validity of the Family Involvement Questionnaire–short Form for Culturally and Linguistically Diverse Families From Low‐income Backgrounds

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