Teacher Education, Educational Leadership & Policy ETDs

Author

James Lujan

Publication Date

7-11-2013

Abstract

Family engagement is widely believed to enhance childrens academic achievement. Some children, particularly Latino English language learners, are consistently found at the low end of the achievement gap. This qualitative study examined the relationship between the Epstein Model of Parent Involvement, and the personal engagement of Mexican immigrant families who have a son or daughter enrolled at the middle school level. This study employed a constructivist grounded theory analysis method. The participants of this study are Mexican immigrant parents who comprised the core sample. Data was collected in participants' homes, community agencies, neighborhoods, and schools. Data sources included interviews, participant observations, and focus groups as well as document analysis at a public middle school in a Southwestern city of the United States. This research will contribute to understanding of Mexican immigrant families and their needs by providing insight into which of Maslow's hierarchy of needs emerge during family engagement practices and what unique meaning individual family members make of the hierarchy needs that emerge, including, which hierarchy needs are most common among immigrant families, and which hierarchy needs are considered most important to immigrant families engaged in learning processes that may lead towards school reform. With this study I hope to unveil the intricacies of family and child relationships for this population and family and school partnerships that may lead towards student achievement. In doing so, I hope to provide critical understanding of school community vii forms of engagement of immigrant Mexican families to inform researchers and politicians who make decisions and evaluations on effective practices for family engagement of these diverse families.'

Keywords

Family Engagement

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Advisor

Chavez, Alicia

First Committee Member (Chair)

Torres, Eliseo Cheo

Second Committee Member

Kitchen, Richard

Third Committee Member

Torrez, Lillian

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