Date of Award
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this qualitative cross-case study was to help provide insight for administrators, educators, and schools regarding the differences in the priorities of Mexican and Central American immigrant families and how parents are involved in their childrens education. One overarching question in this study is: How are immigrant families from Mexico and Central America involved in their childrens education within the United States school systems? Answering this question and understanding it will help school personnel be able to improve services for the education of immigrant students. Findings from this study include the priorities of Mexican and Central American immigrant parents for their students. The overwhelming majority of participants indicated that learning English was their main academic goal for their children. If administrators and teachers understand this goal, they could then begin to work on increasing the knowledge of these parents in the value of learning skills in school. If parents understand how different skills will benefit their children in the future, apart from just learning English, then a stronger partnership could form between parents and school personnel. When Mexican and Central American children immigrate to the United States at the secondary level, educators and administrators need to understand the gaps in schooling that may be present, cultural biases, and language barriers. They also need to recognize that parents may help their children differently in educational matters compared to mainstream American parents. Socioeconomic struggles that these families may face, potential differences in family structure and responsibilities based on different cultural values, and potential biases or prejudices from other students toward Mexican and Central American immigrant students are also factors that educators and administrators need to recognize and work to understand. If educators and administrators understand these potential issues, then they can help Mexican and Central American immigrant English Language Learners (ELLs) reach their potential both educationally and within society. The importance of school personnel learning how best to communicate with parents from Mexico and Central American countries stood out in this research. It became obvious throughout the interviews that when schools have personnel dedicated specifically to building relationships with non-English speaking parents from Mexico and Central American countries that are willing to find the best way to communicate with each individual, then information is received and understood. Schools all have traditional methods of communication and for some that includes translating the communication to Spanish. However, many of the participants pointed out that they either do not have an e-mail address, do not check their e-mail at all, or rarely check their e-mail. With that being found in the research, it was also found that when parents received a phone call, text message, or WhatsApp message (depending on their known preference) from a specific school employee whom they know personally, then information was received and understood. Schools that are willing to individualize their communication with EL families from Mexico and Central America will increase parental reception of information sent.
Recommended Citation
Van, Der Aa, "Mexican And Central American Immigrants Entering A U.S. School At The Secondary Level" (2022). All-Inclusive List of Electronic Theses and Dissertations. 1991.
https://scholars.indianastate.edu/etds/1991