This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children's education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents' involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative.
Bussert-Webb, K. & Díaz, M. E. (2021). Myth Busting: Low-Income Latinx Immigrant Parental Involvement. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 353-376). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch023
Research Anthology on Instilling Social Justice in the Classroom