Listening to the Voices of Mexican-American Parents

dc.contributor.advisorGarza, Encarnación
dc.contributor.authorHartnett, Ana
dc.contributor.committeeMemberAvilés, Nilka
dc.contributor.committeeMemberGiles, Mark
dc.contributor.committeeMemberNiño, Juan Manuel
dc.creator.orcidhttps://orcid.org/0000-0002-5274-1519
dc.date.accessioned2024-02-09T21:56:59Z
dc.date.available2019-06-13
dc.date.available2024-02-09T21:56:59Z
dc.date.issued2018
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis qualitative research was to gain parents’ perspectives on their children’s education using a CRT lens (Yosso, 2006) as theoretical framework. Question: What do parents of Mexican-American English learners think about their children’s education? Traditional parental involvement favor higher socioeconomic parents. The focus was to hear Mexican American parents’ forms of engagement. The research method was a bounded multiple case study. Participants were parents of Mexican-American students in a bilingual campus. Two were considered “not involved” and two “involved” by traditional definition. Parents were interviewed in a natural setting. Data included taped interviews, field notes, observation and reflexive journal. Emerging themes were coded with Saldaña (2005) and Dedoose to analyze data. Parent support was evidenced in interviews where parent showed their concern for their child. Improved communication between parent and school was needed. Information between school and parent must be in both languages. Counterstories from participants’ lived experiences counter the majoritarian narrative which blame parents as not being involved in their child’s education. Each participant cared for their children and were invested in their well-being. Parents not considered to be involved were engaged in ways the school was not knowledgeable about. Findings suggest the school should learn how parents are actively engaged in their child’s learning. This research affirms the need for continued qualitative research on parents who traditionally have been left out. If improving outcomes for all students is important and dismantling the educational pipeline described by Yosso (2006), then educators are charged to continue qualitative research.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent210 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9780438742949
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3742
dc.languageen
dc.subjectcounterstories
dc.subjectCritical race theory
dc.subjectMexican American parents
dc.subjectparental engagement
dc.subjectparental involvement
dc.subjectqualitative research
dc.subject.classificationEducational leadership
dc.subject.classificationHispanic American studies
dc.titleListening to the Voices of Mexican-American Parents
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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