This study examines the impact of an intervention technology program--Community Learning Centers--designed to assist low-income Spanish-speaking parents in learning and using technology for family advancement. The study is based on a sample of 408 participants who completed pre- and post-surveys. Data collection was conducted across 2 years in…

Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children's schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents' advice giving as the most salient form of involvement. Parental advice…

This phenomenological study examines Mexican immigrant parents' experiences of helping their children navigate and succeed in school and their perceptions regarding differences between the U.S. and Mexican educational systems. Findings highlight parents' challenges in helping their children succeed in a new and unfamiliar school system and the…

This article draws upon three years of interviews and participant observation research in the Chelsea Public Schools, to discuss the impact of the Chelsea Family Literacy Program on promoting Latin American immigrant mothers' involvement in their children's education. The authors present the voices of Latin American immigrant mothers who describe…

Few studies have examined the link between children's early school achievement and parents' at-home practices exclusively among Latino groups. This study examined the relation between Latina mothers' reported at-home practices regarding school preparation and their children's literacy skills. Participants included 56 kindergarten children and…

Latino immigrant parents were interviewed in an urban California school district post Proposition 227. Approximately half had placed their English-learner children into bilingual classes. The others had children in English-only classes. Guided by sociohistorical psychology, the study explores the parents' motivations for the goal of preserving the…

Children from migrant agricultural families have some of the lowest socioeconomic and educational indicators in the American Southwest, and migrant parents are often characterized by school personnel as "hard to reach" and uninvolved in their children's education. This study analyzes the process of school participation among migrant parents who…

In this study we examined the perceptions of 16 Latino families regarding their views and experiences raising a child with special needs and their involvement in their child's schooling. Families talked about treating their child like a "normal child" regardless of the child's unique needs, but they also stated that their level of involvement was…

Three hundred sixty-six parents of children enrolled in a school-wide English-Spanish two-way bilingual program participated in this study. They were asked to answer a survey that attempted to elicit information about their degree of satisfaction with the program, as well as the reasons that led them to select it, and their perception of and…

This article examines how the interdistrict transfer of White students from a majority-Latino school to a majority-White school increased school segregation in a small California town. The article argues that White parents' decisions to transfer their children, coupled with the sending school district's decision to allow the transfers, constituted…

This study explores the relation between Mexican American parents and the special education system, especially the Individualized Educational Plan (IEP) meetings. Within this narrative account, 10 Mexican American women were interviewed throughout a school year to comprehend how they felt about their experiences during IEP meetings concerning…

Interviews with four Latinos who attended college as a result of college preparation and support from a federal TRIO program yielded several themes: consistent parental support for a college education, low expectations of secondary teachers and guidance counselors, difficult transition to college because of poor secondary preparation, and the…

Narratives used by parents in Mexican working-class families to motivate their children to study are examined for the advice offered and parental attitudes about the importance of school. The integration of contemporary pressures about the value of schooling is investigated, as well as the ways in which the value of schooling is being…

Examines the myth that Mexican American children have poor academic achievement because their parents don't value education. Focuses on the myth's origins in "deficit thinking" and concepts of "cultural deprivation" and "at-risk." Examines evidence to the contrary: Mexican Americans' long struggle for equal educational opportunity, studies…