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Examining Parent Involvement Activities in Two Immigrant-Impacted Schools: A Comparative Case Study
by
Amalia Márquez
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2012
Copyright 2012 Amalia Márquez
Object Description
| Title | Examining parent involvement activities in two mmigrant-impacted schools: a comparative case study |
| Author | Márquez, Amalia |
| Author email | amalia.marquez@gmail.com;amarquez@parentinvolvement4excellence.org |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-06-20 |
| Date submitted | 2012-10-22 |
| Date approved | 2012-10-23 |
| Restricted until | 2012-10-23 |
| Date published | 2012-10-23 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Picus, Lawrence Macias, Elsa |
| Abstract | K-12 schools with large immigrant populations face a myriad of challenges, including low academic achievement and high dropout rates of Latino students. Parental involvement is a practical strategy in positively influencing student outcomes along the K-12 continuum. To this end, it is essential that immigrant impacted schools work together with parents in improving student achievement. The study adds to the existing research on Latino immigrant parents and their involvement with their children’s education. Specifically, the study examined and described the key characteristics of the parent involvement practices at two elementary schools serving predominantly low-income, immigrant populations through a comparative case study research methodology. ❧ The comparative case study approach was selected so that the researcher could examine the nuanced similarities and differences between two schools: a school that exhibits “best practices” in working with Latino immigrant parents, and a school that has conventional parent involvement practices. Socio-cultural theory is utilized to frame how school practitioners and parents work together to facilitate student achievement. Two sets of questions and sub-questions guide this study: (1) What is the range and nature of activity settings at each school where parent participation takes place? (1a) What are the similarities and differences in the range and nature of activity settings of the exemplary parent program in comparison to the regular parent program? (2) How do the cultural models of parent participation between school staff members and parents differ at each school? (2a) What are the similarities and differences in the cultural models of parent participation [between school staff members and parents] of the exemplary parent program in comparison to the regular parent program? This qualitative study utilized in-depth interviews with parents, teachers, and administrators, and observations as the data sources. Data yielded from the interviews and observations of school-based events were analyzed to identify each of the program’s main components that constitute successful Latino parent participation. The main findings of the study identified meaningful strategies in engaging Latino parents in school and home-based activities and, therefore, pose important implications for educators and parents. |
| Keyword | parent involvement; latino parents; best practices |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Márquez, Amalia |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-MrquezAmal-1258.pdf |
Description
| Title | Page 1 |
| Full text | Examining Parent Involvement Activities in Two Immigrant-Impacted Schools: A Comparative Case Study by Amalia Márquez A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2012 Copyright 2012 Amalia Márquez |
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