Silencing bicultural parental voices through educational satisfaction
What do we need to know
Bibliographic Data
| ID | 4254375 |
|---|---|
| Authors | Edward M Olivos (0000-0003-1131-0859, University of Oregon, corresponding author) |
| Year | 2021 |
| Volume | 60 |
| Issue | 1 |
| Pages | 72-82 |
| Publication date | 2021-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2020.1829378 |
| OpenAlex | W3092090188 |
| Language | EN |
| Citations received | 3 |
| References cited | 31 |
Parental satisfaction is often used “as one indicator of school success or one outcome of school effectiveness”. However, the notion that it is possible to gauge minoritized parental satisfaction in schools without first understanding their educational beliefs and values about education and their knowledge about the US school system is problematic. This article examines how the concept of “parental satisfaction” may actually silence Latinx parents’ voices (concerns, opinions, input, etc.) in US schools. Latinx parents tend to express high levels of “satisfaction” with US schools irrespective of how well they understand their educational programs or how well their children are doing in school. The dual-language immersion (DLI) setting is used as an example. The author argues that uncritically attributing high levels of educational satisfaction to Latinx parents potentially silences their concerns in school settings, particularly in educational programs that serve parental populations that are asymmetrically positioned in US society
Pedagogy · Silence · Global Education and Multiculturalism · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Social Psychology
The next generation
Children of Immigration
Dual Language Education
The Broken Compass
Dual-Language Immersion Programs
Combating Inequalities in Two-Way Language Immersion Programs
Equity Issues in Parental and Community Involvement in Schools
Brown v. Board of Education and the Interest-Convergence Dilemma
Dividing Classes
School, parents, and communities
Latino parents in dual language immersion programs
How satisfied are parents of students in dual language education programs
A Dual Immersion Strand Programme in California
Who Chooses Dual Language Education for Their Children and Why
Interest convergence and hegemony in dual language
Latino Immigrant Parents' Views of Bilingual Education as a Vehicle for Heritage Preservation
Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program
The “Extra Boost”
Parents' Decisions About Bilingual Program Models
Parental Attitudes Toward Bilingualism in a Local Two-Way Immersion Program
Compromises that we make”
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
Accentuate the Positive; Eliminate the Negative”
Race, Power, and (In)equity Within Two-way Immersion Settings
Minority Parental Involvement
Mexican Americans in School
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
The Influence of Differential Community Perceptions on the Provision of Equal Educational Opportunities
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |