Understanding the power of Latinx families to support the academic and personal development of their children
Bibliographic Data
| ID | 12752113 |
|---|---|
| Authors | Liliana Grosso Richins (corresponding author), Holly Hansen‐thoma (0000-0002-4962-9446), Victor Lozada (0000-0001-7764-3467), Suzan South, Mary Amanda Stewart (0000-0002-0695-7634) |
| Year | 2021 |
| Volume | 44 |
| Issue | 3 |
| Pages | 381-400 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2021.1998806 |
| OpenAlex | W3212028101 |
| Language | EN |
| Citations received | 5 |
| References cited | 39 |
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children’s heritage language. The five participating teachers activate families’ cultural wealth by knowing their background; communicating high expectations; sanctioning culturally sustaining spaces; modeling strategies for at-home support; and creating a safe school environment
Asset (computer security · Capital (architecture · Cultural capital · Developmental psychology · Ethnography · Focus group · Heritage language · Pedagogy · Political science · Power (physics · Power structure · Public relations · Social capital · Social science · Sociology · Early Childhood Education and Development · Higher Education Research Studies · Parental Involvement in Education · Psychology · Social Psychology
Mobilization of Funds of Knowledge in Ecological Environments
Yo! Chisme Is Good! Latina/x Girls’ Cultivando Confianza in an After-School Program
Transformative Latina Pedagogy
Supporting Biliteracy in the English Language Arts through Family Partnerships
The Effects of Structural and Relational Social Capital Within a Community of Latina Immigrant Mothers
Phenomenological research methods
Qualitative evaluation and research methods
Parental involvement to parental engagement
Strategies for ensuring trustworthiness in qualitative research projects
Multiple pathways to multilingual investment
The translanguaging classroom
Whose culture has capital? A critical race theory discussion of community cultural wealth
On Critical Performance Race Theory
Re-Mediating Current Activity for the Future
Analyzing Epistemological Considerations Related to Diversity
Sanctioning a Space for Translanguaging in the Secondary English Classroom
Chicana College Aspirations and the Role of Parents
The Value of Education and Educación
Realizing the American Dream
"Mexican Americans Don't Value Education!" On the Basis of the Myth, Mythmaking, and Debunking
Community cultural wealth and immigrant Latino parents
Coeditors’ Introduction
Parents learning language together
Instrumental relationships and high expectations
Critical Care
College Aspirations and Limitations
From Barrios to Yale
Latino Parental Involvement in Kindergarten
Promoting Academic Success Among Latino Youths
Critical race and LatCrit theory and method
Culture, Literacy, and Power In Family-Community-School-Relationships
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |