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ERIC Number: ED469134
Record Type: Non-Journal
Publication Date: 2002-Mar-25
Pages: 24
Abstractor: N/A
Reference Count: N/A
A Review of Literature on Hispanic/Latino Parent Involvement in K-12 Education.
Tinkler, Barri
The participation of parents in their children's education has positive impacts on school achievement, yet minority parental participation is decreasing. Parents and teachers have different perceptions of what constitutes parental participation. School personnel often misread the reserve, nonconfrontational manners, and noninvolvement of Hispanic parents to mean they are uncaring. In Latino culture, teachers are highly respected and any interference from parents may be considered rude and disrespectful. Schools may consider parental participation to mean formal involvement at school, while Hispanic parents may consider it to be informal support at home. An unwelcoming school environment discourages parent participation. Most educators lack training in teacher-parent relations and overlook opportunities to get Latino parents involved. Communication is key to creating a welcoming school environment. Many school personnel do not speak Spanish, and parents that haven't mastered English have difficulty communicating with schools and helping with homework. Schools could use bilingual materials, hire bilingual staff, provide interpreters, and offer Spanish classes to teachers and English classes to parents. One of the biggest disconnects between school culture and Latino home culture is the idea of working cooperatively versus competitively. Schools focus on competitiveness, and Latino parents prepare their children for a cooperative learning environment. Low educational levels among Latino parents and previous negative experiences with schools in their home countries also prevent Latino parent participation. Schools can help relieve logistical obstacles such as child care, transportation, and scheduling of events. (Contains 34 references.) (TD)
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Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A