Spanish-speaking Mexican-American families' involvement in school-based activities and their children's literacy: The implications of having teachers who speak Spanish and English

Early Childhood Research Quarterly

Volumn 27, Issue 2, 2012, Pages 177-187

  Tang, Sandra ^a   Dearing, Eric ^a   Weiss, Heather B ^b  

^a BOSTON COLLEGE   (United States)

^b HARVARD UNIVERSITY   (United States)

Author keywords

Bilingual teachers; Family involvement; Mexican American students

Indexed keywords

EID: 84857559129     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2011.09.001     Document Type: Article

References (79)

1. Alba R.D., Logan J., Lutz A., Stults B. Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants. Demography 2002, 39:467-484. 10.1353/dem.2002.0023.
2. Alexander K.L., Entwisle D.R. Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development 1988, 53:1-157. 10.2307/1166081.
3. Behnke A.O., MacDermid S.M., Coltrane S.L., Parke R.D., Duffy S., Widaman K.F. Family cohesion in the lives of Mexican American and European American parents. Journal of Marriage and Family 2008, 70:1045. 10.1111/j.1741-3737.2008.00545.x.
4. Bradley R.H. Chaos, culture, and covariance structures: A dynamic systems view of children's experiences at home. Parenting: Science and Practice 2004, 4:243-257. 10.1080/15295192.2004.9681272.
5. Brisk M.E. Bilingual education: From compensatory to quality schooling 1998, Erlbaum, Mahwah, NJ.
6. Center for Applied Linguistics Guidelines for the preparation and certification of teachers of bilingual/bicultural education 1974, Author, Arlington, VA.
7. Chen C., Stevenson H.W. Homework: A cross-cultural examination. Child Development 1989, 60:551-560. 10.2307/1130721.
8. Cooper H., Lindsay J.J., Nye B. Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology 2000, 25:464-487. 10.1006/ceps.1999.1036.
9. Crosnoe R. Double disadvantage or signs of resilience? The elementary school contexts of children from Mexican immigrant families. American Educational Research Journal 2005, 42(2):269-303. 10.3102/00028312042002269.
10. Crosnoe R. Mexican roots, American schools: Helping Mexican immigrant children succeed 2006, Stanford University Press, Palo Alto, CA.
11. Dearing E., Kreider H., Simpkins S., Weiss H.B. Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology 2006, 98:653-664. 10.1037/0022-0663.98.4.653.
12. Dearing E., Kreider H., Weiss H.B. Increased family involvement in school predicts improved child-teacher relationships and feelings about school for low-income children. Marriage and Family Review 2008, 43:226-254. 10.1080/01494920802072462.
13. Dearing E., McCartney K., Weiss H.B., Kreider H., Simpkins S. The promotive effects of family educational involvement for low-income children's literacy. Journal of School Psychology 2004, 42:445-460. 10.1016/j.jsp.2004.07.002.
14. Dearing E., Tang S. The home learning environment and achievement during childhood. Handbook of school-family partnerships 2010, 131-157. Routledge, New York, NY. S.L. Christenson, A.L. Reschly (Eds.).
15. Delgado-Gaitan C. Involving Latino families in schools: Raising student achievement through home-school partnerships 2004, Corwin Press, Thousand Oaks, CA.
16. Dockterman, D. (2011). Statistical profile: Hispanics of Mexican origin in the United States, 2009. Washington, DC: Pew Hispanic Center. Retrieved from http://pewhispanic.org/files/factsheets/71.pdf.
17. Dunst C.J., Johanson C., Rounds T., Trivette C.M., Hamby D. Characteristics of parent-professional partnership. Home-school collaboration: Building a fundamental educational resource 1992, 157-174. National Association of School Psychologists, Washington, DC. S. Christenson, J.C. Conoley (Eds.).
18. Eccles J.S., Wigfield A., Midgley C., Reuman D., MacIver D., Feldlaufer H. Negative effects of traditional middle schools on students' motivation. The Elementary School Journal 1993, 93:553-574. 10.1086/461740.
19. Epstein J.L. How do we improve programs for parent involvement?. Educational Horizons 1988, 66:75-77.
20. Fan X., Chen M. Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review 2001, 12:1-22. 10.1080/00220970109599497.
21. Finders W., Lewis C. Why some parents don't come to school. Educational Leadership 1994, 51:50-54.
22. Flanagan D.P., Alfonso V.C. A critical review of the technical characteristics of new and recently revised intelligence tests for preschool children. Journal of Psychoeducational Assessment 1995, 13:66-90. 10.1177/073428299501300105.
23. Fry R. How far behind in math and reading are English language learners? 2007, Pew Hispanic Center, Washington, DC.
24. Fry R., Gonzales F. One-in-five and growing fast: A profile of Hispanic public school students 2008, Pew Hispanic Center, Washington, DC.
25. García E.E., Jensen B. Language development and early education of young Hispanic children in the United States. Contemporary perspectives on language and cultural diversity in early childhood education 2010, 43-64. Information Age, Charlotte, NC. O.N. Saracho, B. Spodek (Eds.).
26. García E.E., Miller L.S. Findings and recommendations of the National Task Force on Early Childhood Education for Hispanics. Child Development Perspectives 2008, 2:53-58.
27. García Coll C.T., Lamberty G., Jenkins R., McAdoo H.P., Crnic K., Wasik B.H., Vazquez García H. An integrative model for the study of developmental competencies in minority children. Child Development 1996, 67:1891-1914. 10.1111/j.1467-8624.1996.tb01834.x.
28. Goldenberg C., Gallimore R., Reese L., Garnier H. Cause or effect? A longitudinal study of immigrant Latino parents' aspirations and expectations, and their children's school performance. American Educational Research Journal 2001, 38:547-582. 10.3102/00028312038003547.
29. Green C.L., Walker J.M.T., Hoover-Dempsey K.V., Sandler H.M. Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology 2007, 99:532-544. 10.1037/0022-0663.99.3.532.
30. Grolnick W.S., Kurowski C.O. Family processes and the development of children's self-regulation. Educational Psychologist 1999, 34:3-14. 10.1207/s15326985ep3401_1.
31. Guerrero M.D. Research in bilingual education: Moving beyond the effectiveness debate. Chicano school failure and success: Past, present, and future 2002, 170-191. Routledge/Falmer, New York, NY. 2nd ed. R.R. Valencia (Ed.).
32. Harvard Family Research Project (2011). School Transition Study: Project description. Retrieved from http://www.hfrp.org/family-involvement/projects/school-transition-study-completed-project.
33. Henderson A.T., Mapp K.L. A new wave of evidence: The impact of school, family, and community connections on student achievement 2002, Southwest Educational Development Laboratory, Austin, TX.
34. Hernandez D.J., Takanishi R., Marotz K.G. Life circumstances and public policies for young children in immigrant families. Early Childhood Research Quarterly 2009, 24:487-501. 10.1016/j.ecresq.2009.09.003.
35. Hill N.E., Taylor L.C. Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science 2004, 13:161-164. 10.1111/j.0963-7214.2004.00298.x.
36. Hoffman L., Sable J. Public elementary and secondary students, staff, schools, and school districts: School year 2003-2004 2006, National Center for Educational Statistics, Washington, DC.
37. Hoover-Dempsey K.V., Battiato A.C., Walker J.M., Reed R.P., Jones K.P. Parental involvement in homework. Educational Psychologist 2001, 36:195-209. 10.1207/S15326985EP3603_5.
38. Hoover-Dempsey K.V., Sandler H.M. Parental involvement in children's education: Why does it make a difference?. Teachers College Record 1995, 97:310-331.
39. Jeynes W.H. A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education 2005, 40:237-269. 10.1177/0042085905274540.
40. Jeynes W.H. The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education 2007, 42:82-110. 10.1177/0042085906293818.
41. Kindler A. Survey of the states' limited-English-proficient students and available educational programs and services: 2000-2001 summary report 2002, National Clearinghouse for English Language Acquisition, Washington, DC.
42. Levin I., Levy-Shiff R., Appelbaum-Peled T., Katz I., Komar M., Meiran N. Antecedents and consequences of maternal involvement in children's homework: A longitudinal analysis. Journal of Applied Developmental Psychology 1997, 18:207-227. 10.1016/S0193-3973(97)90036-8.
43. Loeffer M. NCELA Fast FAQ 4: What languages do ELLs speak? 2007, National Clearing House for English-Language Acquisition and Language Instruction, Washington, DC.
44. Marin G. Influence of acculturation on familialism and self-identification among Hispanics. Ethnic identity 1993, 181-196. SUNY Press, New York, NY. M.E. Bernal, G.P. Knight (Eds.).
45. Mindel C.H. Extended familism among urban Mexican Americans, Anglos and Blacks. Hispanic Journal of Behavioral Sciences 1980, 2:21-34.
46. Moreno R.P., Valencia R.R. Chicano families and schools: Myths, knowledge, and future directions for understanding. Chicano school failure and success: Past, present, and future 2002, 227-250. Routledge/Falmer, New York, NY. 2nd ed. R.R. Valencia (Ed.).
47. Muller D., Judd C.M., Yzerbyt V.Y. When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology 2005, 89:852-863. 10.1037/0022-3514.89.6.852.
48. National Center for Education Statistics (2004). List of 2004 digest tables. Retrieved from http://nces.ed.gov/programs/digest/2004menu_tables.asp.
49. National Education Goals Panel National education goals report: Building a nation of learners 1999, Author, Washington, DC.
50. National Research Council Improving schooling for language-minority children: A research agenda 1997, National Academy Press, Washington, DC.
51. Okagaki L., Frensch P.A. Parenting and children's school achievement: A multiethnic perspective. American Educational Research Journal 1998, 35:123-144. 10.3102/00028312035001123.
52. Patrikakou E.N., Weissberg R.P. Parents' perceptions of teacher outreach and parent involvement in children's education (Publication series no. 14) 1998, Center for Research in Human Development and Education, Mid-Atlantic Laboratory for Student Success, Philadelphia, PA.
53. Planty, M., Hussar, W., Snyder, T., Kena, G., Kewal Ramani, A., Kemp, J., et al. (2009). The condition of education 2009. (Report No. NCES 2009081). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2009/2009081.pdf.
54. Pomerantz E.M., Eaton M.M. Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology 2001, 37:174-186. 10.1037//0012-1649.37.2.174.
55. Pomerantz E.M., Moorman E.A., Litwack S.D. The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research 2007, 77:373-410. 10.3102/003465430305567.
56. Rabe-Hesketh S., Skrondal A., Pickles A. Reliable estimation of generalized linear mixed models using adaptive quadrature. The Stata Journal 2002, 2:1-21.
57. Radloff L.S. The CES-D Scale: A self-report depression scale for research in the general population Applied Psychological. Measurement 1977, 1:385-401. 10.1177/014662167700100306.
58. Raudenbush S.W., Bryk A.S. Hierarchical linear models: Applications and data analysis methods: Advanced quantitative techniques in the social sciences 2002, Vol. 1. Sage, Newbury Park, CA. 2nd ed.
59. Reardon, S. F., & Galindo, C. (2006). Patterns of Hispanic students' math and English literature in the early elementary grades. Retrieved from http://www.ecehispanic.org/work/patterns.pdf.
60. Sampson W.A. Poor Latino families and school preparation: Are they doing the right thing? 2003, Scarecrow Press, Lanham, MD.
61. Schmid C.L. Educational achievement, language-minority students, and the new second generation. Sociology of Education Extra Issue 2001, 71-87. 10.2307/2673254.
62. Sheridan S.M., Kratochwill T.R. Conjoint behavioral consultation: Promoting family-school connections and interventions 2007, Springer, New York, NY.
63. Smith J., Stern K., Shatrova Z. Factors inhibiting Hispanic parents' school involvement. The Rural Educator 2008, 29:8-13.
64. Preventing reading difficulties in young children 1998, National Academies Press, Committee on the Prevention of Reading Difficulties in Young Children, National Research Council, Washington, DC. C.E. Snow, M.S. Burns, P. Griffin (Eds.).
65. St. Pierre R.G., Layzer J.I., Goodson B.D., Bernstein L.S. The effectiveness of comprehensive, case management interventions: Evidence from the national evaluation of the Comprehensive Child Development Program. American Journal of Evaluation 1999, 20:15-34. 10.1177/109821409902000103.
66. Suárez-Orozco C., Suárez-Orozco M. Transformations: Immigration, family life, and achievement motivation among Latino adolescents 1995, Stanford University Press, Stanford, CA.
67. Suárez-Orozco C., Suárez-Orozco M. Children of immigration 2001, Harvard University Press, Cambridge, MA.
68. Suárez-Orozco C., Suárez-Orozco M., Todorova I. Learning a new land: Immigrant students in American Society 2008, Harvard University Press, Cambridge, MA.
69. Suro R., Passel J.S. The rise of the second generation: Changing patterns in Hispanic population growth 2003, Pew Hispanic Center, Washington, DC.
70. Thomas W.P., Collier V.P. School effectiveness for language minority students. NCBE resource collection series, no. 9 1997, National Clearinghouse for Bilingual Education, Washington, DC.
71. Thomas W.P., Collier V.P. A national study of school effectiveness for language minority students' long-term academic achievement 2002, Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz, Santa Cruz, CA.
72. U.S. Department of Education (2005). No Child Left Behind: Facts and terms every parent should know about NCLB. Retrieved from http://www2.ed.gov/nclb/overview/intro/parents/parentfacts.html.
73. U.S. Department of Health and Human Services (2010). Head Start Family and Child Experiences Survey (FACES), 1997-2013: FACES Instrument Matrix. Retrieved from http://www.acf.hhs.gov/programs/opre/hs/faces/.
74. Valencia R.R. The plight of Chicano students: An overview of schooling conditions and outcomes. Chicano school failure and success: Past, present, and future 2002, 3-51. Routledge/Falmer, New York, NY. 2nd ed. R.R. Valencia (Ed.).
75. Valencia R.R., Black M.S. Mexican Americans don't value education!" - On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education 2002, 1:81-103. 10.1207/S1532771XJLE0102_2.
76. Widaman K.F. Missing data: What to do with or without them. Monographs of the Society for Research in Child Development 2006, 71:42-64.
77. Willson V.L., Hughes J.N. Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors. Journal of School Psychology 2006, 44(1):31-49. 10.1016/j.jsp.2005.12.001.
78. Woodcock R.W., Johnson M.B. Woodcock-Johnson psycho-educational battery - Revised 1989, DLM Teaching Resources, Allen, TX.
79. Xu M., Kushner Benson S.N., Mudrey-Camino R., Steiner R.P. The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education: An International Journal 2010, 13:237-269.