Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach
Date of Graduation
Doctor of Education (Ed.D.)
Organization & Leadership EdD
Christopher N. Thomas
The problem addressed in this study was the minimal school involvement by Latino immigrant parents due to the hegemonic practices, cultural misunderstandings and deficit-thinking models adopted by school personnel. The purpose of this Participatory Action Research (PAR) was to investigate the perceptions and benefits of participant and co-researcher parents who collaborated in the creation of an anti-hegemonic culturally sensitive advocacy-training program. The theoretical framework employed was Critical Race Theory because it addressed the issues of institutional racism, challenge to the status quo, social justice leadership and allowed for an interdisciplinary approach in order to utilize the parents' experiential knowledge to create new epistemologies that correspond to their cultural needs.
Participation included five co-researchers and five participants, all Latino immigrant parents of English language learner students. The co-researcher parents collaborated to investigate and create the components of the anti-hegemonic culturally sensitive advocacy-training program. This particular study encountered a contradiction to previous research in that Latino parents felt that there were no obstacles to their involvement. It also uncovered that before any information is provided to parents in order to increase their participation, the security and comfortableness of their children has to be addressed first. In retrospect, this study found a genuine need for the understanding of the emotional and academic connections between Latino parents and students.
Gonzalez, J. V. (2012). Latino Immigrant Parents of English Language Learner Students, School Involvement and the Participation Breach. Retrieved from https://repository.usfca.edu/diss/34