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Engaging the Community Cultural Wealth of Latino Immigrant Families in a Community-Based Program =

机译：将拉丁裔移民家庭的社区文化财富纳入以社区为基础的计划中=

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摘要

The purpose of this qualitative case study utilizing ethnographic methods was to understand how family members' participation in Digital Home, a community-based technology program in an urban mid-sized Midwestern city, built on and fostered Latino immigrant families' community cultural wealth (Yosso, 2005) in order to increase their abilities to navigate their children's schooling experiences. Two major questions guide this study: 1) How do family members involved in this community-based program perceive family involvement in their children's education and how do they believe schools define parental involvement? 2) How does participating in this community-based program affect immigrant Latino families' various forms of capital? In order to answer these questions, I conducted semi-structured interviews with six adult program participants, five children, and seven program volunteers, including the program's founder and coordinator. I also engaged in participant observation and analyzed various public and program documents. Study findings show that the program "methodology" built on and leveraged the cultural characteristics of Latino families and familial, linguistic, and navigational capital supported and extended families' educational and personal aspirations. Activating community cultural wealth, the relationships and knowledge fostered within the program supported families' resistant capital, evidenced by parents' abilities to advocate for their children within their schools. The program's approaches can serve as a model for educational leaders to enact culturally responsive leadership and family engagement practices. While the empowerment experienced by Digital Home families did not appear to spread widely within districts' schools, the program did expand the way parents could participate in their children's schooling.
机译：这项利用人种志方法进行定性案例研究的目的是了解家庭成员如何参与数字家庭，数字家庭是中西部城市中型城市的一项基于社区的技术计划，其基础是拉丁美洲移民家庭的社区文化财富的建立和培育（Yosso （2005年），以提高他们驾驭孩子的上学经历的能力。这项研究指导着两个主要问题：1）参与这个基于社区的计划的家庭成员如何看待家庭对子女教育的参与，他们如何相信学校定义了父母的参与？ 2）参加这个基于社区的计划对移民拉丁美洲家庭的各种形式的资本有何影响？为了回答这些问题，我对六个成人项目参与者，五个孩子和七个项目志愿者（包括该项目的创始人和协调员）进行了半结构化访谈。我还参与了参与者观察，并分析了各种公共和计划文件。研究结果表明，“方法论”计划建立在拉丁美洲裔家庭的文化特征基础之上，并加以利用，而家族，语言和航海资本则支持并扩展了家庭的教育和个人愿望。激活社区文化财富，在计划中培养的关系和知识为家庭的抵抗资本提供了支持，父母的能力就证明了他们在学校中提倡子女的能力。该计划的方法可以作为教育领导者制定具有文化响应力的领导才能和家庭参与实践的典范。尽管数字家庭家庭所体验到的增强能力似乎并未在各地区的学校中广泛传播，但该计划的确扩大了父母参与子女教育的方式。

著录项

  • 作者

    Gil, Elizabeth.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Educational administration.;Educational sociology.;Hispanic American studies.;Educational leadership.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 179 p.
  • 总页数 179
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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