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"Algo Que No Puedes Medir": Schoolwide Family Engagement from the Perspectives of Latine Caregivers.
"Algo Que No Puedes Medir": Schoolwide Family Engagement from the Perspectives of Latine Caregivers.
상세정보
- 자료유형
- 학위논문(국외)
- 기본표목-개인명
- 표제와 책임표시사항
- Algo Que No Puedes Medir: Schoolwide Family Engagement from the Perspectives of Latine Caregivers.
- 발행, 배포, 간사 사항
- 발행, 배포, 간사 사항
- 형태사항
- 179 p.
- 일반주기
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 일반주기
- Advisor: Garbacz, Andy.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 요약 등 주기
- 요약Schoolwide family engagement practices are strategies employed by schools to invite caregivers into the school community as active participants and collaborators. Although a large number of students in U.S. public schools identify as Latine, there is a gap in extant literature about the success of family engagement practices with Latine families. Within the literature that does exist, few offerings center the perspectives of Latine caregivers, instead opting for the ideas of school staff (e.g., Lowenhaupt, 2014). The current study used surveys, interviews, and focus groups from 13 Latine participants to examine which schoolwide family engagement practices are helpful and unhelpful for facilitating their connection to their child's middle school community. Qualitative findings from interviews and focus groups indicate that middle schools use several successful strategies, such as clearly written and accurately translated communications, resources offered by the school, and acompanamiento (the understanding that someone is walking the journey alongside them). Findings also identified practices which are detrimental to family engagement, including low quality or missing translations, a lack of engaging, family-centered events, and inflexible opportunities for caregivers to be involved in decision-making. Qualitative themes constructed with a liberation psychology lens revealed that systems of oppression operate in the school context by working to exclude Latine caregivers, particularly those who are new arrivals in the U.S. or are economically disadvantaged. This systemic exclusion from decision-making spaces results in a majority of decisions being made by a white, privileged majority of caregivers, who make decisions that further marginalize families of color. These findings go beyond a call on schools to bolster their family engagement practices for more inclusion of Latine families. Specifically, these findings are a call to action for the school community to draw awareness to inequitable power dynamics in the school community and to advocate for the destruction of these hierarchies.
- 주제명부출표목-일반주제명
- 주제명부출표목-일반주제명
- 주제명부출표목-일반주제명
- 주제명부출표목-일반주제명
- 비통제 색인어
- 비통제 색인어
- 비통제 색인어
- 비통제 색인어
- 비통제 색인어
- 부출표목-단체명
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 원문정보보기
MARC
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■1001 ▼aCruz, Sahian Alondra.
■24510▼a"Algo Que No Puedes Medir": Schoolwide Family Engagement from the Perspectives of Latine Caregivers.
■260 ▼a[S.l.]▼bThe University of Wisconsin - Madison. ▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a179 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Garbacz, Andy.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aSchoolwide family engagement practices are strategies employed by schools to invite caregivers into the school community as active participants and collaborators. Although a large number of students in U.S. public schools identify as Latine, there is a gap in extant literature about the success of family engagement practices with Latine families. Within the literature that does exist, few offerings center the perspectives of Latine caregivers, instead opting for the ideas of school staff (e.g., Lowenhaupt, 2014). The current study used surveys, interviews, and focus groups from 13 Latine participants to examine which schoolwide family engagement practices are helpful and unhelpful for facilitating their connection to their child's middle school community. Qualitative findings from interviews and focus groups indicate that middle schools use several successful strategies, such as clearly written and accurately translated communications, resources offered by the school, and acompanamiento (the understanding that someone is walking the journey alongside them). Findings also identified practices which are detrimental to family engagement, including low quality or missing translations, a lack of engaging, family-centered events, and inflexible opportunities for caregivers to be involved in decision-making. Qualitative themes constructed with a liberation psychology lens revealed that systems of oppression operate in the school context by working to exclude Latine caregivers, particularly those who are new arrivals in the U.S. or are economically disadvantaged. This systemic exclusion from decision-making spaces results in a majority of decisions being made by a white, privileged majority of caregivers, who make decisions that further marginalize families of color. These findings go beyond a call on schools to bolster their family engagement practices for more inclusion of Latine families. Specifically, these findings are a call to action for the school community to draw awareness to inequitable power dynamics in the school community and to advocate for the destruction of these hierarchies.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology.
■650 4▼aIndividual & family studies.
■650 4▼aLatin American studies.
■650 4▼aMiddle school education.
■653 ▼aFamily engagement practices
■653 ▼aLatine caregivers
■653 ▼aLatine families
■653 ▼aLiberation psychology
■653 ▼aMiddle school
■690 ▼a0525
■690 ▼a0628
■690 ▼a0550
■690 ▼a0450
■71020▼aThe University of Wisconsin - Madison▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359353▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
