Latino Parent-Child English Language Fluency
Implications for Maternal School Involvement
Bibliographic Data
| ID | 6063754 |
|---|---|
| Authors | Machele Anderson (Oklahoma State University, Stillwater, USA), Ronald B Cox (0000-0001-7389-4218, Oklahoma State University, Stillwater, USA), Z Giano (0000-0001-6289-9689, Oklahoma State University Center for Health Sciences), Karina M Shreffler (0000-0003-0475-5817, Oklahoma State University, Stillwater, USA, corresponding author) |
| Year | 2020 |
| Volume | 42 |
| Issue | 4 |
| Pages | 547-562 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0739986320956912 |
| PMID | 34857983 |
| OpenAlex | W3088104786 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed—though not tested—to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children
Developmental psychology · English language · Environmental health · Ethnic group · Fluency · Language proficiency · Limited English proficiency · Mathematics education · Pedagogy · Population · Sociology · Early Childhood Education and Development · Medicine · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Parent-School Involvement during the Early Adolescent Years
Acculturative family distancing
Barriers to School Involvement
Immigrant America
English Gain vs. Spanish Loss? Language Assimilation among Second-Generation Latinos in Young Adulthood
Parental Involvement and the Academic Achievement of Mexican American Youths
Latino English Language Learners
Parental Provision of Academic Structure and the Transition to Middle School
Language Brokering
I Helped My Mom,” and It Helped Me
Homework Practices of English and Non-English–Speaking Parents
Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families
The Role of Culture in Engaging Latino Parents’ Involvement in School
Negotiating the American Dream
Parental involvement in middle school
Latino Parent Involvement and School Success
Language Brokering Contexts and Behavioral and Emotional Adjustment Among Latino Parents and Adolescents
The Stressful (and Not So Stressful) Nature of Language Brokering
Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement
Why Do Parents Become Involved? Research Findings and Implications
The family context of language brokering among Latino/a young adults
What happened to familial acculturation
Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |