Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement

Autor/in	Parry, Douglas L.
Titel	Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement
Quelle	(2010), (187 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-7058-2
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Working Hours; High Schools; Equal Education; Graduation Rate; Parent Participation; Standardized Tests; Academic Achievement; Urban Areas; Bilingual Teachers; Dropout Rate; Dropouts; Attendance; Parent Attitudes; Hispanic American Students; Interviews; Correlation; Surveys; Limited English Speaking; Barriers; Educational Attainment; Parent Background; Parents; High School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hours of work; Arbeitszeit; High school; Oberschule; Elternmitwirkung; Standadised tests; Standardisierter Test; Schulleistung; Urban area; Stadtregion; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Anwesenheit; Elternverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Korrelation; Survey; Umfrage; Befragung; Bildungsabschluss; Bildungsgut; Elternhaus; Eltern; High schools
Abstract	The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be linked to this low student achievement. The theoretical framework for this study was Epstein's parental involvement model. The research questions investigated the relationship between Latino parental attitudes toward and perceptions, level of, and form of involvement and student academic achievement. Fifty-eight parents participated in a parent survey for this mixed methods study. Ten parents were interviewed to obtain the qualitative data. Based on Pearson's product-moment correlation, the survey data revealed that there were no statistically significant relationships between Latino student academic achievement and parental attitudes toward and perceptions, level of, and form of involvement. Parent interview data identified parent work schedules, the inability to communicate in English, and parents' lack of education as potential barriers to their involvement. Parent recommendations to overcome these barriers included adjusting school office hours, providing bilingual school personnel, and offering parenting classes that may make high schools more accessible for Latino parents and, by extension, may challenge school personnel to better understand and address the needs of their students' parents in an attempt to promote educational equity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10