Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study characterized the ways in which non-English speaking Latino parents demonstrate their commitment to secondary education and investigated the factors that cause non-English Latino parents to feel unwelcome at a public secondary education institution. The 33 participants of the study were self-identified non-English speaking Latino parents of students enrolled at a middle school in the central coast valley of California. The parents participated in one of three ways: (a) a one-on-one interview, (b) group interview or (c) they completed a home-sent questionnaire. After analysis, the qualitative data revealed non-English speaking Latino parents participate in the education of their children by advising, communicating, monitoring, supporting and motivating their children at home. In addition, it revealed that these parents do not participate in formal parent involvement activities because they find no value in them since they do not meet their needs. Parents reported not feeling welcomed by teachers because the communication between teacher and parent is limited and almost absent even when parents show up to events at school. Schools need to find ways to make school events worthwhile for non- English speaking Latino parents, if they want these parents to engage with teachers and school leaders.

Comments

Thesis (M.A.) Teacher Education Department

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