Abstract
This multiple case study examined parent involvement perspectives among seven immigrant mothers from Mexico. All the participants came from limited educational and socioeconomic backgrounds, and reported that they immigrated to the United States for greater opportunity. These background experiences seemed to shape their current role conceptualizations with respect to parent involvement. Parents viewed their roles as providing a better life for their children and facilitating their school success through actions taken at home. Invitations by school staff were important to help these mothers more effectively fulfill their roles through two-way communication. The findings of this study suggest the importance of helping school staff to better understand the ways that immigrant families view parent involvement and to facilitate partnerships in order to enhance student outcomes.
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© 2013 by Walter de Gruyter Berlin / Boston
Articles in the same Issue
- Executive Editors' Comment
- The New Normal: Catfishing in Urban Teacher Preparation Programs
- A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University
- Assisting Preservice Teachers Toward Becoming Culturally Responsive
- Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
- Culturally and Linguistically Diverse Students with Disabilities: Case Law Review
- Language Study: A Necessary Part of the Internationalized Curriculum
- Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States
- Understanding Dialect and Developing Critical Literacy with English Language Learners
- Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women
- Research Article
- Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs
Articles in the same Issue
- Executive Editors' Comment
- The New Normal: Catfishing in Urban Teacher Preparation Programs
- A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University
- Assisting Preservice Teachers Toward Becoming Culturally Responsive
- Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
- Culturally and Linguistically Diverse Students with Disabilities: Case Law Review
- Language Study: A Necessary Part of the Internationalized Curriculum
- Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States
- Understanding Dialect and Developing Critical Literacy with English Language Learners
- Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women
- Research Article
- Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs