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Nice to Meet You?: Exploring the Development of Parent-School Connections in Low-Income Latino Communities.

机译：很高兴认识您？：探索低收入拉丁裔社区中家长与学校之间的联系发展。

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摘要

While the persistent educational disadvantage of U.S.-based Latinos is clear, its underlying mechanisms remain hazy. This study considers one potentially important factor: the dearth of strong family-school connections in predominantly low-income minority communities, where the nation's Latino families disproportionately reside.;Socioeconomic and racial/ethnic differences in family-school ties are well documented, but we know less about how they are generated, particularly when children are young. This dissertation explores the development of family-school connections during early elementary school. Using a multi-method approach, I conduct three complementary analyses using data on more than 2,500 families of first-grade students attending predominantly Latino schools in high immigrant-receiving communities.;First, using multilevel piecewise linear regression and parent questionnaire data, I examine how parent-staff relationships change over the first years of formal schooling. At the start of first grade, I find evidence of ethnic and linguistic disparities in school ties which persist through third grade. The results reveal heterogeneity within the Latino population, suggesting that, for Spanish-dominant parents, feelings of trust and respect toward staff may be insufficient for facilitating many ties to the school.;Second, I explore how supportive parent-staff relationships develop (and fail to develop), drawing on 50 in-depth interviews with parents from 30 Latino families. I find that parents evaluate their school ties through an ongoing process of information-gathering and discernment, conditioned by their prior beliefs, organizational characteristics of the school, and status relations between parents and staff. The findings reveal barriers to strong family-school ties in historically marginalized communities, while also illuminating how individual and organizational efforts can overcome them to establish supportive connections in the school community.;Finally, drawing on a cluster-randomized design, I assess how and for whom a family engagement program impacts parent-staff relationships in these communities. I estimate both intent-to-treat and treatment-on-the-treated effects, finding positive returns for families who fully participate in the program, but little overall impact from simply offering the program in the school community. Moreover, the program may inadvertently exacerbate social inequality, as estimated returns to participation were weakest for Latino families who tend to start out the least socially integrated in the school.
机译：虽然总部位于美国的拉丁美洲人在教育方面的持续不利状况很明显，但其潜在机制仍然不明确。这项研究认为一个潜在的重要因素：在主要是低收入的少数民族社区中缺乏牢固的家庭学校联系，而该国的拉丁裔家庭所占比例过高。对它们的产生方式了解得很少，尤其是在孩子很小的时候。本文探讨了早期小学时期家庭与学校联系的发展。我使用多方法方法，对在高移民接收社区中主要在拉丁裔学校就读的2500多个一年级学生的家庭数据进行了三项补充分析;首先，我使用了多层分段线性回归和父母问卷调查数据在正式入学的头几年，亲子关系如何变化。在一年级开始的时候，我发现在校际中种族和语言差异的证据一直持续到三年级。结果显示拉丁裔人口内部存在异质性，这表明，对于以西班牙裔为主的父母来说，对员工的信任和尊重可能不足以促进与学校的许多联系。第二，我探索了父母与员工之间的支持性关系如何发展（以及无法发展），并与30个拉丁裔家庭的父母进行了50次深度访谈。我发现，父母会通过持续的信息收集和识别过程来评估他们的学校关系，这取决于他们先前的信念，学校的组织特征以及父母与教职员工之间的身份关系。研究结果揭示了在历史上处于边缘地位的社区中牢固的家庭与学校联系的障碍，同时也阐明了个人和组织的努力如何克服它们，以在学校社区中建立支持性联系。最后，我基于集群随机化设计，评估了如何以及对于他们而言，家庭参与计划会影响这些社区中父母与员工的关系。我估计了意向性治疗和治疗中的治疗效果，为完全参与该计划的家庭带来了积极的回报，但仅在学校社区提供该计划对总体影响不大。此外，该计划可能会在无意中加剧社会不平等，因为对于拉丁美洲人家庭来说，参与的估计回报最弱，他们往往开始在学校中的社会融合程度最低。

著录项

  • 作者

    Shoji, Megan Noriko.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Educational sociology.;Education policy.;Sociology.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 320 p.
  • 总页数 320
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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