School Access and Participation
Family Engagement Practices in the New Latino Diaspora
Bibliographic Data
| ID | 9728770 |
|---|---|
| Authors | Rebecca Lowenhaupt (0000-0001-9100-1145, Boston College, Chestnut Hill, MA, USA, corresponding author) |
| Year | 2014 |
| Volume | 46 |
| Issue | 5 |
| Pages | 522-547 |
| Publication date | 2014-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124512468003 |
| OpenAlex | W2110011880 |
| Language | EN |
| Citations received | 18 |
| References cited | 23 |
This article describes how schools shape family engagement practices in the context of the New Latino Diaspora. Building on critical scholarship that has called for more culturally appropriate definitions of family engagement, this study seeks to develop a theoretical understanding of how school practices influence immigrant families’ access to and participation in schools with little tradition of serving immigrant communities. Drawing on a statewide survey of practice in schools serving the New Latino Diaspora in Wisconsin, analysis includes descriptive statistics and textual analysis of survey comments from school principals and teachers working with immigrant students. Findings illustrate how considerable efforts to ensure access to Spanish-speaking families through interpretation and translation fall short of increasing family participation in key aspects of schooling. Given the influx of immigrants to new destinations across the United States, this work offers important insight into how schools receive newcomers in these contexts and identifies implications for research and practice
Context (archaeology · Descriptive statistics · Destinations · Diaspora · Geography · Immigration · Pedagogy · Political science · Public relations · Scholarship · Sociology · Work (physics · Diverse Education Studies and Reforms · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education
‘It was painful then, but I can laugh about it now’
Breaking barriers to immigrant parental engagement
Can social justice leadership be a ‘Panacea’ for refugee students' academic achievement? Evidence from Türkiye
Home-school partnership with migrant families
From Attendance to Collaboration
Family–School Partnerships for Rural U.S. Latine English Learners
Teaching and Learning amid Demographic Change
Navigating New Beginnings
It’s about hearing and understanding their stories”
Yo era la única rara
Beyond the label
Mother-Child Storytelling Patterns among First-Generation Latino Dyads
From positivism to critical theory
District Leadership Practices in Disrupted Contexts of Reception
Liberatory Public Education
Organizing English Learner Instruction in New Immigrant Destinations
Districts’ Responses to Demographic Change
Family Engagement Practices as Sites of Possibility
Mixed methodology
Subtractive Schooling
Beyond the Bake Sale
The Value of Hard Work
The Mexican Outsiders
Educational Barriers for New Latinos in Georgia
Twenty-First Century Gateways
The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools
Involving Parents in the Schools
The New Latino South and the Challenge to American Public Education
Home-School Relationships as they Affect the Academic Success of Children
The Importance of Presence
Funds of knowledge for teaching
New Destinations and Immigrant Incorporation
Qualitative Data Analysis
Beyond the Methods Fetish
Lessons in Integration
Con Respeto
| Unique citing works | 18 |
|---|---|
| Citations per year | 1,64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |