Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

Autor/inn/en	Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin
Titel	Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement
Quelle	In: Journal of Catholic Education, 20 (2017) 2, Artikel 1 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Immigrants; Hispanic American Students; Barriers; Predictor Variables; Parent Participation; English Language Learners; Catholic Schools; Parent Attitudes; Parent Child Relationship; Parent Surveys; Statistical Analysis; Family Environment; Educational Environment; Parent Aspiration; Elementary Secondary Education; Second Language Learning; Regression (Statistics) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Prädiktor; Elternmitwirkung; Katholische Schule; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternwille; Zweitsprachenerwerb; Regression; Regressionsanalyse
Abstract	This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based types of educational involvement. In our sample of 329 Latino immigrant parents, their responses yielded a pattern of predictors that appear to be related to both home- and school-based participation. Namely, feeling that teachers are invested in one's child and feeling overwhelmed by other obligations appear as statistically significant predictors of each type of involvement. Perceived language barriers were also significant predictors of parent involvement in two instances. Implications for efforts to support parental educational involvement of Latino immigrant parents are discussed. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01