Literaturnachweis - Detailanzeige
Autor/in | Cuevas, Stephany |
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Titel | From Spectators to Partners: The Role of Self-Efficacy in Latina/o Immigrant Parents' Engagement in Students' Post-Secondary Planning |
Quelle | In: Journal of Latinos and Education, 22 (2023) 1, S.271-287 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2020.1747024 |
Schlagwörter | Parents; Undocumented Immigrants; College Bound Students; Parent Participation; College Planning; Hispanic Americans; Latin Americans; Parent Role; Self Efficacy; Influences; Parent Child Relationship; Academic Aspiration; Parent Influence; California Eltern; Illegaler Aufenthalt; Elternmitwirkung; Studienplanung; Hispanic; Hispanoamerikaner; Latin America; People; Lateinamerika; Bevölkerung; Volk; Parental role; Elternrolle; Self-efficacy; Selbstwirksamkeit; Influence; Einfluss; Einflussfaktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kalifornien |
Abstract | Based on the experiences of 15 Latina/o undocumented parents, this qualitative study identifies three distinct ways Latina/o immigrant parents understand their role in their children's post-secondary aspirations: "confident partners," "motivational supporters," and "uncertain spectators." By comparing and contrasting these and their corresponding supportive behaviors, I argue that parents' sense of self-efficacy is a determinant factor of their engagement in their children's post-secondary planning. Thus, to best support Latina/o immigrant parents support their children in their post-secondary aspirations, it is essential that secondary schools understand the underlying mechanisms that lead parents to have different understandings of their roles in this process. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |