Stakeholders' perceptions of parental involvement and home-school connections in a South Texas border town

Authors

Cynthia A. Lopez, University of Texas at Brownsville

Date of Award

11-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Dr. Peter B. Gawenda

Second Advisor

Dr. Georgianna Duarte

Third Advisor

Dr. Ming-Tsan Lu

Abstract

Latinos have a high amount of individuals residing in poverty, and, yet, are still the fastest growing minority group in the nation (Gandara & Contreras, 2009; National Council of La Raza, 2014). For some families, living in poverty and the need to earn a living prevents parents from being actively involved in their children’s education (Moreno & Gaytan, 2013). Therefore, the need to form alliances with parents is critical. Partnerships with parents must be formed to better understand the necessities of these children. Consequently, educators should convey to parents the significance of forming links between the home and school. Moreover, the purpose of this qualitative study was to investigate the current implementation of the funds of knowledge (Moll, et al., 1992) and community cultural wealth (Yosso, 2005) that exist within Latino families along the Texas-Mexico border to facilitate partnerships between home and school. Data was collected over a timeframe of twenty-three weeks. The research study was comprised of: semi-structured, face to face interviews; questionnaires; observations; and document analysis. A two phase data analysis process was utilized. Data analysis consisted of transcribing interview content, open-coding to identify trends among the interviewees’ responses, an examination of field notes, and an evaluation of the data to identify commonalities, categories, and patterns. Validity was established through the triangulation of the data sources. The results of the study suggest the emergence of four themes: stakeholders’ responsibilities, the types of support available to students, the existence of cultural values, and the prevalence of community connections. Discussion of each theme and subtheme is provided. Furthermore, responses to the research questions and correlations to community cultural wealth (Yosso, 2005) and funds of knowledge (Moll, et al., 1992) are delineated. Implications for educators, educator preparation programs, and parents are noted. The limitations of the study are also documented. Recommendations for future research are included in the research study.

Comments

Copyright 2014 Cynthia A. Lopez. All Rights Reserved.

Granting Institution

University of Texas Brownsville