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A qualitative analysis on Latino parents' beliefs regarding their middle school child's motivation

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A qualitative analysis on Latino parents' beliefs regarding their middle school child's motivation

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A QUALITATIVE ANALYSIS ON LATINO PARENTS’ BELIEFS REGARDING
THEIR MIDDLE SCHOOL CHILD’S MOTIVATION

by

Wendy Vanneza Correa

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

May 2012

Copyright 2012 Wendy Vanneza Correa

ii
Acknowledgements
My gratitude, first and foremost, goes to my parents, Nestor and Carmen Correa,
whose friendship, guidance, knowledge, and wisdom have supported and enlightened me,
my entire life. They have consistently helped me keep perspective on what is important in
life and how valuable family truly is. I thank them for their love, support, understanding,
encouragement and constant motivation during the 20+ long years of my education.
¡Mamì y Papì, todo lo que he logrado en mi vida ha sido por su amor, motivación y
ejemplo! Se que nunca se imaginaron cuando vinieron a este paìs que un dia su hija sería
Dr. Wendy Correa, pero ya vemos que en realidad, una familia humilde tambien puede
lograr maravillas. Finally, to my brother Johnny, sister Michelle, nieces Ashley and
Nicole, thank you for being my dearest friends, #1 cheerleaders, drill sergeants, voice of
reason and counselors. Thank you for always coming to my side when I needed you and
for never allowing me to feel alone.
I also want to thank my committee chair, Dr. Hirabayashi, and the members of my
committee, Dr. Ilda Jimènez y West, Dr. Reynaldo Baca, Dr. Robert Rueda, who
generously gave their time, insight, critique and expertise to better my work. I thank them
for their contributions and their good-natured support.
I would also like to acknowledge the many friends, colleagues, students, and co-
workers who helped me survive this process. I could not have had more support,
understanding or prodding throughout the past three years. Thank you for listening,
expressing interest in my work, reminding me to relax, for making me laugh, love, enjoy
life all while still getting this dissertation done.

iii
Finally, I would like to thank the parents who took time out of their demanding
schedules to invite me into their homes and shared their stories and experiences with me.
In doing so, they played a critical role in helping me reach my goal of becoming Dr.
Correa.
My hope for this research is that through the voices of these parents, educational
stakeholders and organizations are reminded of the value to better understand and
acknowledge, the lens through which parents’ view education and instill their values and
dreams in their children. My hope is for stakeholders and educational organizations to
see, and be compelled to act, in providing access to information and resources, parents of
middle school children believe they could benefit from to improve the Latino
achievement gap.

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Table of Contents

Acknowledgements ii

Abstract vi

Chapter 1: Introduction 1
Background of the Problem 2
Statement of the Problem 6
Purpose of the Study 10
Research Questions 11
Theoretical Framework 11
Significance of the Study 12
Methodology 14
Assumptions 14
Definition of Terms 15
Organization of the Study 16

Chapter 2:Literature Review 18
The Latino Achievement Gap 19
The Role of Academic Motivation in the Achievement Gap 24
The Middle School Years 31
Parental Influences on Motivation and Academics 38
Chapter 2 Summary and Conclusion 45

Chapter 3: Research Methodology 47
Research Questions 47
Research Design 48
Participants 49
Data Collection 57
Screening Survey 58
Interview Protocol 61
Interviews 63
Data Analysis 63

Chapter 4: Results 66
Introduction 66
Parent Stories 67
Findings 67
Chapter 4 Summary and Conclusion 79

v
Chapter 5: Discussion 81
General Findings 82
Research Sub Question 94
Implications and Recommendation for Practice 95
Limitations and Delimitations 101
Recommendations for Future Research 103
Chapter 5 Summary and Conclusion 104

References 106

Appendices:
Appendix A: Survey 121
Appendix B: Interview Protocol 123
Appendix C: Participant Consent Form 126

vi
Abstract
As data shows, Latinos are the largest ethnic group in public schools, yet their
educational attainment falls well below most other racial groups in the United States
(President’s Advisory Commission on Educational Excellence for Hispanic Americans,
2002). Under considerable pressure to address the achievement gap, government and
educational institutions are constantly seeking out ways to influence outcomes for Latino
students. According to the literature, the middle school years initiate student’s academic
downward spiral. Adolescents during this time are influenced by numerous internal and
external factors that can influence academic achievement and motivation. One of these
factors is a strong support system that places great emphasis on parents. Thus, this study
aimed to address parents’ beliefs of their children’s motivation during the middle school
years.
This study was qualitative in nature and helped provide a deeper understanding of
parents’ beliefs through a perspective that had yet to be fully examined or considered.
Through a qualitative lens, this study contributed to the limited research on Latino
parents by exploring the beliefs they have regarding their children’s academic motivation.
To examine beliefs, parents’ values, expectations and aspirations were considered. The
study involved two interview sessions with six families of 8
th
grade students.
Findings from the current study showed that parents regardless of their educational
background value education as a means for upward mobility and professional success.
Parents also revealed they held the highest expectations and aspirations for their children.
All parents expected and hoped that their children would one-day graduate college and

vii
have a professional career. Finally, all respondents agreed that their most pressing
concern was high school selection, and their lack of knowledge in making this decision.
Parents also identified distinct resources and information they believe could benefit them
in guiding, advising, and supporting their children in meeting their expectations and
aspirations.

1

Chapter 1: Introduction

There are approximately more than eleven million Latino students in America’s
public elementary and secondary schools, making Latinos the largest ethnic group in
public schools (President’s Advisory Commission on Educational Excellence, 2000). In
spite of this, Latino’s educational attainment falls well below most other racial groups in
the United States (President’s Advisory Commission on Educational Excellence for
Hispanic Americans, 2002). The President’s Advisory Commission on Educational
Excellence for Hispanic Americans (2002) recent analysis of graduation rates concluded
that in 2000, 64% of Latinos compared to 91.8% of Whites and 83.7% of African
Americans completed high school. In addition, only one-third of Latino high school
graduates go on to college in comparison to 39% of African Americans and 46% of
Whites nationally (US Census Bureau, 2001). Under considerable pressure to address the
achievement gap, government and educational institutions are constantly seeking out
ways to improve the outcomes for Latino students.
There are a number of areas essential to exploring the Latino achievement gap as
well as contributing variables that must be considered. One significant modifiable factor
linked to the current achievement gap, is students low academic motivation. Urdan and
Schoenfelder (2006) explained that motivation is a complex part of human psychology
and behavior that influences how individuals choose to invest their time, how much
energy they exert, how they think and feel about a task, and how long they persist.
Pintrich (2003) and Schunk et al. (2008) also confirmed a direct reciprocal relationship
between motivation, learning and academic achievement. In addition to low motivation,

2
research has found that transitional needs and challenges faced by students entering
middle school also impact academic success (Anderman & Maehr, 1994; Barber &
Olsen, 2004; Butler, 1999; Eccles et al., 1993; Stanton-Salazar, 2001). Further, research
highlights the significant role parents’ play in their middle school children’s motivation
and success. Hoover-Dempsey and Sandler (1997) and Kuperminc et al. (2008) found
that parent involvement is positively correlated to school belonging and academic
competence for middle and high school students. Darling and Steinberg (1993) and Spera
(2006) also concluded that parents’ educational expectations influenced the way they
involved themselves in their children’s education. Parental academic support on the other
hand is positively correlated to adolescent’s academic motivation (Alfaro, Umana-Taylor
& Bamaca, 2006). Through a qualitative lens, the goal of this study is to contribute to the
limited research on Latino parents by exploring the beliefs Latino parents have regarding
their children’s academic motivation and the impact these beliefs have on student’s
motivation and academic achievement. One-on-one interviews with parents of middle
school students will be conducted to shed light on this area of research.
Background of the Problem
Establishing the foundation for an examination of factors that contribute to
Latino student’s achievement gap is research that highlights numerous challenges Latino
students and parents face both internally and externally. The most common of these
include: academic achievement; persistence of motivation; academic and motivational
shifts in the transition to middle school; and parents educational values, along with
aspirations and expectations for their children (Anderson & Keith, 1997; Eccles et al.,

3
1993; Orfield, Losen, Wald & Swanson, 2004; President’s Advisory Commission on
Educational Excellence, 2000; Ryan, Stiller & Lynch, 1994; Wentzel, 1998; Christenson,
Rounds & Gorney, 1992; Patrikakou, 1997; Trusty, 1998). This section will examine how
the likely presence of these challenges in the lives of Latino students and parents is
salient to better understanding Latino’s experience in the United States educational arena.
While academic achievement is a multifaceted process that embeds distinct intrinsic
and extrinsic variables, motivation is a key factor that must be understood to
comprehensively explain low academic achievement. Schunk (1995) and Schunk et al.
(2008) conclude that motivation is the driving force of what, when and how individuals
learn as it involves peoples’ thoughts, beliefs, and goals. Motivation to learn depends on
the relevance of the material being learned, an individual’s competence, their perception
about hard work and lastly an individual’s ultimate goal for the material being learned
(Mayer, 2008). When students are motivated to learn as Zimmerman (2000) found,
students are more likely to engage in activities that collectively improve their learning;
for example, students may attend carefully to instruction, mentally organize and rehearse
material learned, take notes, check their level of understanding and ask for help. Mayer
(2008) further suggested that while such learning activities must be initiated, motivational
processes sustain their persistence.
In addition to the impact motivation has on achievement, the transition from
elementary to middle school must also be examined to understand and explain the great
decline researchers have found in motivation and academic achievement among middle
school students of all races (Eccles et al., 1998; Eccles & Migley, 1989). In considering

4
motivational factors, developmental research has found that children’s self-perception of
competence consistently decreases over time with age and the greatest decrease occurs
when students move into middle school (Eccles et al., 1998; Eccles & Migley, 1989;
Watt, 2004; Wigfield et al., 1991; Wigfield, Eccles & Pintrich, 1996). Changing schools,
along with puberty, and new social and academic pressures are factors that impact
student’s academic success and motivation during the middle school years. Such factors
cause a decline in students’ grade point average due to the higher level of learning
required by teachers as well as students performance orientation (Seidman et al., 1994;
Simmons & Blyth, 1987).
Along with students academic decline, self-esteem and self-efficacy also decrease
during early adolescence. Simmons and Blyth (1987) and Seidman et al. (1994) suggest
the decrease in self-esteem and self-efficacy is a result of personal development and
changes in home, family and the school environment. A few explanations for the decline
in motivation among middle school students encompass the manner in which students
judge their own competence as adolescents, as well as the impact less personal teachers
have on student engagement, self-concept and motivation (Barber & Olsen, 2004;
Zanobini & Usai, 2002). In addition, research also highlights the key role parents’ play in
student’s academic success during the adolescent years. During the adolescent years
parents provide students with a sense of emotional security, stability and confidence,
which in turn promotes healthy adaptation, exploration and academic success in middle
school (Pianta, 1999).

5
A finding that has been relatively consistent in the literature is the positive and
convincing relationship between parental values, aspirations, expectations and student’s
academic success and motivation (Patrikakou, 1997; Trusty, 1998; Jacobs, Davis-Kean,
Bleeker, Eccles, & Malachuk, 2005). Families provide the informal education that is a
prerequisite to children’s success in formal education (Bronfenbrenner, 1991). Henderson
and Mapp (2002) provided some examples to support Bronfenbrenner’s findings, by
concluding that families model and support children's education at home by helping
develop good study habits, supervise homework, monitor TV viewing and after-school
activities, as well as supervise regular bedtimes and school attendance. Though parent
involvement is critical to student success, parental values, aspirations and expectations
are critical variables that directly influence parental involvement (Darling & Steinberg
1993; Spera 2006).
According to U.S. Census Bureau (1993) and Ceballo (2004), a few factors that
contribute to the lack of parental involvement stem from parents’ lack of knowledge
regarding American school systems; parents’ insecurities due to their own lack of
education (Fuligni, 1997); parents’ English proficiency, work schedules; but most
importantly parents beliefs of their inability to impact their child’s education (Ceballo,
2004). In addition, Hao and Bonstead-Bruns (1998) found that possibly helping parents
understand and experience the impact their values, aspirations and expectations have on
student’s academic achievement requires teachers and schools collaboration with parents
and students. Such collaboration can enhance not only parental involvement but parental
beliefs, critical to children’s academic success while helping parents feel empowered as

6
connected members of the school community and their children’s education (Mapp,
1997; Patrikakou, 1997; Trusty, 1998; Epstein, 1987)
As Henderson and Mapp (2002) and the National Center for School Engagement
(NCSE, 2005) suggest, families should be encouraged to develop their own knowledge,
skills and beliefs as advocates. As advocates, parents could make sure their children are
treated fairly and receive all the help they need to succeed while enhancing their own
self-esteem both as role models, teachers, and learners in the same process. Working with
parents may ameliorate and limit the interpersonal challenges parental values, aspirations
and expectations have on parents and their involvement in their children’s academic
success (Darling & Steinberg, 1993; Spera, 2006). Providing parents the confidence and
ability to help their children could compensate for parents’ lack of English proficiency,
minimal schooling, unfamiliarity with US school systems and the impact parent values,
aspirations and expectations have on their children’s achievement (Ceballo, 2004;
Deslandes & Bertrand, 2005; Fuligni, 1997; Lott, 2001, Patrikakou, 1997; Trusty, 1998;
Jacobs, Davis-Kean, Bleeker, Eccles, & Malachuk, 2005). The present study will take the
previous factors into consideration as it aims to address parents’ beliefs of motivation
during their children’s middle school years. A qualitative study of these topics will
provide a richer understanding of parents’ beliefs through a perspective that has yet to be
fully examined or considered.
Statement of the Problem

This study aimed to gain insight on Latino parents’ beliefs about their middle
school children’s motivation, along with factors that influence this motivation. Current

7
research suggests that while a growing body of literature highlights the importance of
positive adult-child relationships during the adolescent years, far less is known about how
parental values, aspirations and expectations influence school adjustment and academic
achievement of middle school students of color in low-income environments (Murray,
2009, Gigliotti & Brookover, 1975; Johnson, Brookover, & Farrell, 1989). Current
research helps infer that examining the way parents’ beliefs influence their role in helping
their children develop and sustain motivation is imperative in understanding student’s
academic success especially during the middle school years (Santrock, 2008; Deslandes
& Bertrand, 2005; Crean, 2004; Alfaro et al., 2006, Hossler & Stage, 1992; Christenson,
Rounds & Gorney, 1992)
According to Gareau and Sawatzky (1995), prior to the 1940s a sense of common
culture between families and educators existed because schools were viewed as
extensions of the community. The close relationship between families and schools was
replaced by an adversarial tone in the past 40 years (Gareau & Sawatzky, 1995). In recent
years as Adams and Christenson (2000) pointed out, a shift occurred from relatively
separate responsibilities of family and school, toward a partnership approach, where
responsibilities are shared in student’s development and learning. Schools have always
relied on the input and interaction of parents in the process of educating and socializing
children. Both schools and families engage in the process of socializing children through
support, teaching, nurturing, punishment, rewards, and evaluation (Adams &
Christenson, 2000).

8
In addition to parent-teacher partnerships, researchers also recommend that
methods to best address developmental factors and organizational changes during the
middle school transition be examined. Researchers have found that the progressive
transition from elementary to middle school initiates a great decline in academics
(Anderman, Maehr, & Midgley, 1999). For some children, the early adolescent years
mark the beginning of a downward spiral in school-related behaviors, academic
performance and motivation (Eccles, Wigfield, Midgley, Reuman, Mac Iver &
Feldlaufer, 1993). The elementary to middle school transition has also been found to be
associated with increased psychological distress (Chung, Elias, & Schneider, 1998;
Crockett, Peterson, Graber, Schulenberg & Ebata, 1989), which directly impacts a
student’s ability, interest and effort in academic achievement.
Santrock (2008) contributes to this discussion by suggesting that unique
adolescent developmental needs greatly contribute to middle school declines. Researchers
suggest that in adolescent years, students begin to evaluate, make decisions, commit to
decision, strive to belong, seek independence and are in search of their own self-identity
(Santrock, 2008). As a result, Crosnoe and Trinitapoli (2008) and Lerner, Boyd, and Du
(2008) conclude that adolescents need access to a range of guided experiences and long-
term support from adults who care about them during the middle school years.
Nevertheless, current research findings conclude that adolescents are not provided with
the adequate opportunities, support and guidance to become competent adults (Eccles,
Brown & Templeton, 2008).

9
In recent years, a growing number of theorists and researchers have focused
attention on understanding how supportive relationships with parents and teachers can
promote positive adjustment among middle school adolescents in high-risk contexts
(Woolley, Kol & Bowen, 2007). Research has concluded that when schools work
together with families to support learning, children tend to succeed not just in school but
throughout life as well (Henderson and Mapp, 2002). Phelan, Davidson, and Yu (1996)
also found that when parents and teachers are engaged in a trusting relationship,
messages received at home and at school are parallel, each reinforcing the expectations
and goals of each system. Consistent congruent messages across home and school have
been found to enhance student engagement with learning and reduce psychosocial
pressures for adolescents from ethnically diverse backgrounds (Adams & Christenson,
2000).
To foster constructive family involvement and positive parental values, along
with high aspirations and expectations, both parents and teachers need specific
information, programs, and training to better understand their direct influence on
student’s academic success (Kessler-Sklar & Baker, 2000; Hossler & Stage, 1992;
Kurdek & Sinclair, 1988; Gill & Reynolds, 1999). As research suggests, an effective
family-school relationship emphasizes the goal of the relationship is to create and sustain
a strong connection in an effort to address student’s complex needs (Weiss & Edwards,
1992). To establish such a relationship, Latino parents’ values, expectations and
aspirations of their children’s academic achievement and future success must be
determined. Thus, current research suggests the need for qualitative analysis of Latino

10
parents’ beliefs about their children’s aspirations and expectations and its impact on
motivation.
In summary, data on motivation, declines in the transition to middle school and
parental values, aspirations and expectations can help explain the current achievement
gap among Latinos. Further the data gathered through this research will help augment the
limited research on middle school Latino parents and their beliefs about motivation.
Given the interdependence of academic success and parent beliefs, a qualitative analysis
of these constructs will provide a clearer understanding of their influences on student
motivation and academic success.
The Purpose of the Study

Given the unique challenges that Latino students face, their less than favorable
academic outcomes, and our nations struggle to address the achievement gap for these
students, they are a group that warrants further investigation. The purpose of this study is
to gain a better understanding of Latino parents’ beliefs regarding their children’s
motivation. This study will also look at how parental values, expectations and aspirations
influence student’s motivation and academic achievement. The goal of this research is to
be able to present data that can provide a more meaningful understanding of Latino
parents as well as Latino student’s underachievement. To accomplish this, the current
study will investigate parents’ beliefs about motivation and their impact on children’s
academic success.

11
Research Questions

The following research question and sub question guided this study:
1. What are Latino parents’ beliefs about the academic motivation of their middle
school children?
1a. How do parental beliefs differ based on the academic achievement of their
student?
Theoretical Framework

With the goal of furthering research on Latino parents, this study focused on
parents’ beliefs about their children’s academic motivation and the influence these beliefs
have on student’s academic success and goals. This study also shed light on parents’ role
in developing and sustaining middle school adolescent’s academic motivation. For
purposes of this study, two theories will serve as the foundation for the analysis of parent
beliefs and influences on student’s motivation. The first is the modern Expectancy Value
Theory (EVT) put forth by Eccles’ and several colleagues (Eccles & Wigfield, 2002)
and the second is Lev Vygotsky’s Sociocultural Theory. As two social cognitive theories,
EVT and socio-cultural theory both maintain that learning and motivation are products of
the interaction of personal, behavioral and environmental influences (Schunk et al.,
2008). Although the similarities among these theories validate the frameworks for this
study, differences in their areas of emphasis address why the inclusion of both
theories provides the strongest research model.
Vygotsky’s model emphasizes the role of social collaboration in the development
of new skills and affirms the essential role of social collaboration in learning (Vygotsky,

12
1978). Alternatively, EVT explicitly addresses the significance of the impact of value,
interest and expectation as contributors to student motivation. Considering the socio-
cultural aspects of learning provides evidence that a person’s learning and performance
are strongly influenced by one’s socialization and values. It is with these theoretical
factors in mind that the research at hand investigated parental beliefs about motivation
and their influences on middle school student’s academic motivation.
Significance of the Study

Parents, teachers, administrators and policymakers wrestle daily with the fact that
thousands of low socioeconomic status, minority students consistently score lower on
standardized tests, have higher high school dropout rates and lower college graduation
rates than their wealthier classmates. Hoping to explain the lower academic achievement
of these students, teachers often cast blame on students’ backgrounds and the challenges
they face outside of school. Teachers describe parents who are uncaring, unable to attend
school events and unwilling to put forth the effort necessary to get what is best for their
children (Valencia, 2010).
Such thinking has been termed deficit thinking. Deficit thinking accounts for
students’ academic and social struggles at school by pointing out desirable attributes a
student or student’s family lack. Those attributes are described as being what everybody
should want for their children regardless of race, ethnicity or socioeconomic status.
Deficit thinking places the blame for student failure squarely on the shoulder of the
student and their parents. People who practice deficit thinking often fail to pay attention

13
to those aspects of the student’s life experience and family that make him/her unique and
resilient (Valencia, 2010).
This study contradicted deficit thinking as it looked at Latino students and parents
and extended the research on the positive influence parent beliefs such as values,
expectations and aspirations have on student’ motivation and academic success. It
provided insight into possible types of parent-school partnerships to best support parents
in developing and sustaining student’s academic engagement, success and motivation
during early adolescence and the middle school years. The study extended the literature
on parental involvement by examining Latino parents’ beliefs and how they influence
academic motivation. Findings from this study also helped policy makers, middle school
administrators, and middle school parents to develop programs and workshops to help
parents understand the manner their values, expectations and aspirations influences their
involvement along with their children’s motivation. While the study revealed a limited
blueprint of effective practices for middle school parents to adequately support their
children’s motivation, further research is warranted to document effective activities and
approaches that meet the diverse needs of Latino middle school students and parents.
Though research has demonstrated the significant influence parents have on
student’s academic success and motivational constructs it has not extensively examined
parental beliefs about academic motivation and how these beliefs may influence the
degree of parents’ involvement and support of middle school student’s academic success
or motivation. Therefore, it is important to understand parent values, expectations and
aspirations and their influence on adolescent children’s academic achievement. To

14
understand the direct relationship between parental beliefs and middle school student’s
motivation and achievement, this study will employ a qualitative analysis utilizing semi-
structured interviews. The depth of the semi-structured interviews provided insight into
the complexities of middle school student motivation and parental beliefs not possible to
obtain through quantitative methods generally found in research looking at parents.
Methodology

In this present study a qualitative approach was used to assess Latino parents’ values,
expectations and aspirations along with the manner in which these beliefs influence
middle school student’s academic motivation. Qualitative surveys were used to obtain a
homogenous sample where six families, two of which have below average performing
children, two with average performing children and two with above average performing
children, were asked to participate in an in 2 one-hour, in depth structured interviews.
Parents were recruited from an individual middle school that houses students’ grades 6-8.
The middle school is in a large school district in California.
Assumptions

It was assumed that parents would be able to articulate their educational values,
expectations and aspirations and how they believe these constructs influence their
children’s academic motivation. It was expected that parents have suggestions for schools
and teachers to best support parents to influence their children’s motivation. Lastly, it
was assumed that parents would be able to identify explicit parental practices or beliefs
they use that develop or sustain their children’s motivation at home and in school.

15
Definition of Terms

Parent Beliefs
In this study parental beliefs were defined as parents’ confidence in their
children’s academic abilities, beliefs about their own ability to teach their children,
beliefs about the nature of their children’s intelligence, and achievement-related
childrearing values in relation to parents’ aspirations and expectations for their children’s
educational attainment (Wentzel, 1998a)
Motivation
As Schunk, Pintrich and Meece (2008) describe motivation is the driving force
that gets people going, keeps them going and helps them complete a task or accomplish a
goal. Motivation involves peoples’ thoughts, beliefs (Schunk, 1995) as it is a process,
“where goal-directed activity is instigated and sustained” (Schunk, Pintrich and Meece
2008, p. 4)
Middle School
In this study, middle school was defined as the educational level that encompasses
sixth to eighth grade. While currently many elementary schools are adding 6
th
grade, this
study focused on parents of students who attend traditional middle schools, which house
grades 6
th
, 7
th
and 8
th
grade.
Academic Success
As Schunk, Pintrich and Meece (2008) explain, academic success is student’s
performance on standardized achievement tests, grades in different courses, and other
learning outcomes such as performance on classroom tests or tasks.

16
Organization of Study

Chapter one provided a broad view of the problem being addressed, the subsequent
research questions and structure of the inquiry that attempts to shed additional light on
Latino middle school student’s underachievement as well as the critical influence of
parents in student’s academic success. It was established that there are gaps in the
literature regarding ways of improving motivation during the middle school years as well
as Latino parents influence on motivation. Further it is not clear what Latino parents’
roles and responsibilities are in helping develop and sustain children’s motivation during
the middle school years. The gaps identified led to a discussion of the purpose and
significance of the current study. Lastly, relevant terms that will be utilized throughout
this study were identified and defined.
Chapter two provides a review of the recent literature that is salient to the study at
hand. The review will include the following main topics: 1) the Latino achievement gap;
2) the role of academic motivation in the achievement gap; 3) Latino motivation and
academic decline in middle school; and 4) parental beliefs impact on motivation and
academics. These topics will be reviewed and synthesized leading to a discussion of the
research that guided this study. With the solid foundation provided by the data in chapters
one and two, chapter three will present the methodology utilized in the current
investigation.
The methodology will include the selection methods for the population as well as
the interview instruments employed. This chapter will also include the research design,
sample procedures, instrumentation, reliability and validity information, data collection

17
procedures and information about any statistical analysis performed. Chapter four will
present the results of the data collection. Chapter five will provide a discussion of the
main findings, implications for research and practice, limitations of the study along with
recommendations for future research, practice and conclusions.

18
Chapter 2: Review of the Literature

Improving public education for all students has been an imperative initiative of
our government as early as the Eisenhower and Kennedy administrations, coupled with
President Johnson’s signing of the 1965 Elementary and Secondary Education Act
(President’s Advisory Commission on Educational Excellence for Hispanic Americans,
2002). More recently, President Obama, in his Blueprint for education and his state of
the union address, proposed his vision, that America would once again lead in education
(Obama, 2011). Unfortunately, the efforts to improve education have not been
successful nor have they benefited all racial and ethnic minority students in the United
States, particularly Latino students. To understand the reasons Latino students have not
benefitted from governmental educational efforts, various factors such as educational
organizations, support systems and student’s personal motivation must be taken into
consideration. Of these factors, two of the most important elements researchers have
identified imperative for academic success are motivation and parental influences
(Anderson & Keith, 1997; Ryan, Stiller & Lynch, 1994; Wentzel, 1998).
The following chapter will present literature that contributes to our understanding
of Latino student’s underachievement, contributing factors to the underachievement and
parents’ influence on student’s academic motivation. In particular, this review will
explore literature in the following areas: 1) the Latino achievement gap; 2) the role of
academic motivation in the achievement gap; 3) middle school students academic
decline; and 4) parental influences on middle school motivation and academics. Lastly,
this review will establish the need for further research on parents’ beliefs as they relate to

19
values, expectations and aspirations and the influence these construct have on their
middle school children.
The Latino Achievement Gap
Currently Latinos’ represent the largest and fastest growing ethnic minority group,
as they comprise 13.3% of the United States population (US Census Bureau, 2003;
Wilkins, 2010 & President’s Advisory Commission on Educational Excellence, 2003).
Not only is the Latino population growing rapidly but, is also more complex and diverse
than typically portrayed (President’s Advisory Commission on Educational Excellence,
2002). Researchers have found that Mexicans are the largest Latino subgroup,
representing nearly 60% of the more than 35 million Hispanics in the United States,
followed by Puerto Ricans, Central and South Americans and Cubans (President’s
Advisory Commission on Educational Excellence, 2002).
Improving Educational Opportunities and Outcomes for Latino Students Executive
Order (2010) concluded that Latinos number more than eleven million students in
America’s public elementary and secondary schools. More than one in five students
enrolled in US schools are Latino thus, making Latinos the largest ethnic group in public
schools (President’s Advisory Commission on Educational Excellence, 2000). According
to the US Census Bureau (2001) in the year 2000 over two million Latinos were enrolled
in US high schools. In 2002 Latinos made up 17% of the K-12 student population and it
is predicted that Latinos will comprise 25% of the student population by 2025 and by
2050 29% (American Federation of Teachers [AFT], 2004; Gibson, 2002; President’s
Advisory Commission on Educational Excellence (2000); US Census Bureau, 2004).

20
According to President’s Advisory Commission on Educational Excellence (2000)
more than 30 years ago, in 1970, the Federal government took the first steps to improve
the opportunities available to the growing Latino population by creating the Cabinet
Committee on Opportunities for Spanish Speaking People. In the decades since,
researchers have conducted several studies on educational strategies intended to end the
high attrition and poor academic performance of minority students (President’s Advisory
Commission on Educational Excellence, 2000). While Latinos continue to grow in
numbers across all US educational systems, they continue to underperform academically
compared to their racial counterparts. In the following section, the Latino achievement
gap along with obstacles that impede Latino’s academic success will be discussed.
Defining the Gap
While the achievement gap has been a matter of national attention for almost three
decades, little progress has been made in narrowing all achievement gaps by race,
ethnicity and income (Center on Education Policy Report [CEP], 2010). Although certain
gaps have narrowed more rapidly for some ethnic groups than for others, at the current
rate it would take more than two decades to close most gaps (CEP, 2010). The reason for
such a length of time is the benchmark annual increase on state tests. Benchmarks
increase for all students with no consideration of students’ different starting points (CEP,
2010). This system inherently creates the gap that continues to be a national challenge.
Since the 1970’s, the average score gaps between Latino and White students at the
elementary, middle and secondary levels have decreased, however Latino students
continue to score lower in academic achievement tests (Ainsworth, 2002; Roscigno,

21
2000). AFT (2004) found that on the National Assessment of Educational Progress
(NAEP), Latinos scored more than 20 points below their white peers in elementary,
middle and secondary levels. Researchers have also confirmed that Latinos educational
attainment falls below most other groups in the United States (President’s Advisory
Commission on Educational Excellence, 2002).
In a recent analysis of graduation rates, Latino students averaged a national
graduation rate of 53% (Orfield, Losen, Wald & Swanson, 2004). In 2000, 64% of
Latinos compared to 91.8% of whites and 83.7% of African Americans completed high
school and among those who completed high school, less than half pursued a
postsecondary education (President’s Advisory Commission on Educational Excellence,
2002). Nationally, according the US Census Bureau (2001) only one-third of Latino high
school graduates go on to college, in comparison to 39% of African Americans and 46%
of white. The President’s Advisory Commission on Educational Excellence (2000)
suggests that while our nations inability to prepare college bound Latino students is a
single variable in Latino’s inadequate academic achievement and high drop out rates,
other contributing factors must also be examined.
Obstacles in Latino Achievement

In efforts to address the current achievement gap among Latinos, it is imperative to
identify the myriad of obstacles that hinder Latino adolescents’ educational success
(Alfaro 2006; President’s Advisory Commission on Educational Excellence, 2000; AFT,
2004). While the President’s Advisory Commission on Educational Excellence (2002)
concluded that less than half of Latino high school students who graduate pursue a

22
college education, the same number of student’ are likely prepared or eligible for college
(Executive Order-White House Initiative On Educational Excellence For Hispanics,
2010). A reason for the low number of students prepared for college are the general
courses Latinos are usually tracked into throughout their educational careers. The
President’s Advisory Commission on Educational Excellence (2000) supported this claim
by presenting that 50% of Latino students’ typically enroll in general programs compared
to 39% of whites and 40% of African Americans. Such general courses fail to prepare
students for college or provide access to four-year colleges or rigorous technical schools
(AFT 2004). The Educational Testing Services (ETS, 2003) contributed to this data by
presenting that in 2003, only 45% of Latinos were enrolled in college preparation courses
compared to 62% of white students and Latinos accounted for only 10% of advanced
placement (AP) examinees, compared to 66% of white students.
According to the National Center for Education Statistics (NCES, 2003), Latino
children are also more likely than White children to live in impoverished areas. The 2002
Census, found that Latino youths were disproportionately poor as an estimated 28% of
Latinos under the age of 18 lived in a poverty rate almost three times that of Whites
(Census Bureau 2002; Ramirez & de la Cruz, 2002). US Senate Health, Education,
Labor, and Pensions [HELP] Committee (2002) also found that 45% of Latino students
attend schools in high poverty areas that typically receive about 1,000 dollars less per
student. These schools also have three times more uncertified teachers, are less likely to
have teachers with graduate degrees, have larger class sizes and are more likely to assign
teachers to courses for which they have not been formally prepared (Ingersoll, 2002;

23
Center for the Future of Teaching and Learning [CTFL], 2003). Schools in high poverty
areas also prove to have low expectations of Latino students, fail to uphold rigorous
academic standards (President’s Advisory Commission on Educational Excellence, 2000)
and fail to provide strong professional development for teachers and staff as well as are
unable to maintain long-term leadership (AFT, 2004). As a result of low expectations
held for Latino students, the lack of resources urban schools are afforded, in conjunction
with weak school leadership significantly contribute to the achievement gap and the high
drop out rate of Latino students.
In the United States, Latinos have had the highest high school drop out rate since
1972. Currently, 43% of Latino immigrants drop out of school (NCES, 2003) and for the
past three decades, one out of every three Latino students has dropped out of high school
(President’s Advisory Commission on Educational Excellence, 2002). In 2002 the NCES
concluded that Latinos drop out at a rate of 27 % compared to 7.3% of white and 10.9%
of African Americans. Nationally, Latino students accounted for 41% of high school
dropouts in 2003 (US Census Bureau, 2003). One of the many contributing factors to the
high drop out rate among Latinos is the poor academic performance of Latino students
(AFT, 2004). The US Senate HELP Committee (2002) suggested that one third of Latino
students perform below grade level, and this underachievement increases their chance of
dropping out of school from 50% to 98%. By revealing the severity and contributing
factors of the Latino achievement gap, strategies to ameliorate this gap must be explored
in efforts to best motivate, encourage and enhance student academic proficiency,
persistence and academic achievement.

24
In summary, the literature reviewed not only explains the rapid growth of the
Latino population, but it also highlights existing institutional as well as political factors
that impact Latino student’s academic achievement. Research findings also support the
urgency for continued research on Latino youths and their academic underachievement.
Acknowledging external conditions within society and educational organizations that
adversely affect the academic achievement of Latinos is imperative in efforts to narrow
the Latino achievement gap. Though Latino youth face a myriad of external barriers,
emergent body of research suggests that student’s academic motivation is a key construct
in overcoming the obstacles faced as well as demonstrating academic success.
Specifically, research has found that academic motivation contributes to indices of
adolescents’ academic achievement as measured by grade point averages (GPA),
standardized test scores and high school completion rates (Anderson & Keith, 1997;
Wentzel, 1998).
The Role of Academic Motivation in the Achievement Gap
The Latino population is not only rapidly growing throughout the US but in our
nations’ educational systems as well (US Census Bureau, 2003; President’s Advisory
Commission on Educational Excellence, 2000). In examining the lack of academic
success among Latinos, motivations is an important variable to consider as Pintrich
(2003) highlights that researchers who study how and why students learn and thrive
academically, identify motivation as the most imperative variable in academic
achievement for all students. In the following section motivation will be defined, explicit

25
behaviors embedded in motivation will be presented and the impact of motivation on
academic success as it relates to Latino student’s achievement will be discussed.
Motivation
Motivation is a process rather than a product where goal directed activities are
instigated and sustained by a driving force that gets students going, keeps them working
and helps them complete tasks (Schunk, Pintrich & Meece, 2008). As Schunk et al.
(2008) also concluded, motivation cannot be directly observed but can be inferred from
student’s actions. Much of what is known regarding motivation stems from research
looking at how students respond to difficulties, problems, failures and setbacks they
encounter as they pursue set goals (Schunk, Pintrich & Meece, 2008). Urdan and
Schoenfelder (2006) also help explain motivation by suggesting that motivation is a
complex part of human psychology and behavior that influences how students choose to
invest their time, how much energy they exert on any given task, how they think and feel
about a task, and how long they persist at the task. In an effort to understand student’s
motivation and its impact on their academic success, explicit behaviors researchers have
associated with motivation will be examined.
Motivational Indicators
Schunk et al. (2008) presented choice of task, effort, persistence and interest as
motivational indices and behaviors that students engage in which are directly dependent
on personal, social, and contextual factors. Researchers have also concluded that
motivation requires physical and mental activities geared towards attaining individual
goals. While physical activities entail effort and persistence, mental activities include

26
cognitive actions such as planning, rehearsing, organizing, monitoring, making decisions,
solving problems and assessing progress (Schunk, Pintrich & Meece, 2008). Expectancy
and value are two central variables most motivational theories suggest directly impact
individual’s physical and cognitive actions. Schunk el al. (2008) defined both of these
central motivational variables by explaining that while expectancies address people’s
beliefs and judgments about their ability to be successful at a task, values refer to
individual’s beliefs about the reasons they engage in a task.
Expectancy value theory explains the importance of expectancy and value in
motivation by identifying their impact on student’s future choice behaviors, engagement,
persistence and most importantly achievement (Schunk, Pintrich & Meece, 2008).
Schunk el al. (2008) also clarified that expectancy beliefs are closely tied to actual
achievement and cognitive engagement but value beliefs are better linked to choice
behaviors that provide students with the opportunity to achieve in the future. Mayer
(2008) added to this distinction by pointing out, cognitive theorists of motivation view
learners’ as decision makers who base their actions on their personal interpretations of a
learning situation based on expectation and value. Urdan and Schoenfelder (2006) also
explained that cognitive tasks and behaviors directly influence students’ desire and
willingness to learn which directly impact the effort students consciously exert on
learning. While expectancy and value impact student’s physical and mental actions, their
impact on student learning along with motivational processes that sustain effort in
motivation must be considered in explaining and addressing the academic discrepancy
among Latino students.

27
Engagement

Schunk (1995) concluded that motivation influences what, when and how we
learn. Pintrich (2003) and Schunk et al. (2008) also found a reciprocal relationship
between motivation, learning and performance because what students do and learn
influences their motivation. Mayer (2008) explained that students best learn when they
want to understand the material and when they want to perform well. Zimmerman (2000)
also concluded that students motivated to learn a particular topic are more likely to
engage in activities that collectively improve their learning; for example, students may
attend carefully to instruction, mentally organize and rehearse material learned, take
notes, check their level of understanding and ask for help. These explicit behaviors in
learning are critical in academic success and are variables that potentially contribute to
the Latino achievement gap. While learning activities must be student initiated
motivational processes such as self-efficacy, attributions, interest and goals help sustain
their persistence (Mayer, 2008; Pintrich & Schunk, 2002; Skinner, Zimmer-Gembeck &
Connell, 1998; Urdan & Schoenfelder, 2006).
Self-Efficacy
As Mayer (2008) explained, student’s beliefs about their competence for a given
task directly relates to the way students engage in the learning process. Therefore, the
more confident students are in their capacity to learn, the more active they are in the
learning process. Researchers have also found that when people expect to do well, they
tend to try hard, persist and perform better academically (Pintrich, 2003a; Pintrich &
Schunk, 2002; Schunk, 1995). Thus, students who believe they are able and have the

28
necessary knowledge and ability to do well are more likely to be motivated in terms of
effort, persistence, and behavior than students who believe they are less able and do not
expect to succeed (Bandura, 1997; Eccles et al., 1998; Pintrich & Schunk, 2002). The
belief students have of their own academic ability is also critical to student success.
Urdan and Schoenfelder (2006) concluded that students who feel confident in their
capacity to succeed at a task are more likely to choose to participate and to expend
personal effort.
Attribution
Mayer (2008) also found that students, who attribute failure to uncontrollable,
stable causes like ability, are likely to give up and be less persistent in the future.
Students, who attribute failure to a controllable, unstable cause such as effort, are likely
to persist even when they are faced with failure. Pintrich and Schunk (2002) along with
Skinner, Zimmer-Gembeck and Connell (1998) contributed to Mayer’s conclusion by
adding that students who believe they have more personal control of their own learning,
behavior and success or failure are more likely to do well and achieve at higher levels
than students who do not feel in control. In addition, when students believe effort makes
a difference in academic success or failures, they are more likely to work hard during
learning (Mayer, 2008). It is evident that students learn best when they believe that
academic success is controlled by the effort they devote to learning. Therefore, students
must be taught and must perceive that their success and failures are controllable and are a
result of their behaviors, actions and effort put forth. As students recognize their role in

29
their own academic success it will increase student’s engagement, interest and will
sustain their persistence in their learning (Mayer, 2008).
Interest
Interest is yet another motivational process that sustains students persistence in
their learning. Interest can impact student’s desire to learn by diminishing the importance
of the learning and by disengaging student’s mental and physical effort. Schunk et al.
(2008) also found that students who value and are interested in academic tasks are more
likely to choose similar tasks in the future, perform better and are more engaged. Mayer
(2008) defined two types of interest in the learning process, individual and situational
interest. While individual interest is based on a person’s dispositions or preferred
activities; situational interest is a characteristic of the environment such as the tasks
appeal and novelty (Mayer, 2008).
Eccles et al. (1998) and Pintrich and Schunk, (2002) previously researched personal
and situational interest and found that higher levels of personal and situational interest are
associated with more cognitive engagement, learning, and higher levels of achievement.
Hidi (2000) contributed to this finding by stating that children and adults who
demonstrate personal interest in activities focus their attention, persist for longer periods
of time, and tend to learn more than those without interest. As interest causes students to
pay attention and actively learn especially when students are able to find value, relevance
and purpose in the material learned (Mayer, 2008) academic success and achievement
clearly depend on student’s interest to sustain their motivation. An additional variable
researchers have identified sustains student’s interest and motivational drive are student

30
goals in learning (Pintrich, 2003; Schunk et al., 2008). These findings are imperative as
researchers attempt to address and ameliorate the Latino achievement gap.
Goals
Urdan and Schoenfelder (2006) highlighted mastery and performance goals as
critical in student’s motivation and academic success. While mastery goals represent a
concern with developing competence and skills, performance goals represent a concern
with demonstrating competence to others by appearing capable (Urdan & Schoenfelder,
2006). Pintrich (2000) and Mayer (2008) contribute to this finding by explaining that
performance goals orient students to self-reflect on their ability and performance.
Researchers conclude that the most important goals in academic achievement are mastery
goals as these goals enable students to acquire knowledge, enter it into long-term
memory, and transfer learning to novel situations (Mayer, 2008). Thus, mastery goals are
critical in student’s academic achievement as attaining these goals provide students the
necessary knowledge and skills to adapt to distinct educational situations and enhance
student’s self-efficacy, interest and competence. Schunk et al. (2008) contributed to the
importance of student goals by concluding that goal attainment conveys to students they
possess the requisite capabilities for learning and as a result these beliefs can motivate
students to set new challenging goals.
In summary, Mayer (2008) confirmed that motivation is an internal state that
initiates and maintains goal-directed actions. This statement encompasses the distinct
motivational processes discussed in this section. Research has also determined that while
some students may be motivated by their self-efficacy, others are motivated to try hard,

31
persist, and achieve because of their goals or interests (Pintrich, 2003). Schunk et al.
(2008) also concluded that students with high academic motivation are predicted to learn
more, achieve at higher levels, show greater interest in learning, and display better self-
regulatory efforts. Although there is limited research on explicit practices to raise student
motivation, researchers have identified behaviors that can increase or decrease student’s
engagement, effort and persistence. While these behaviors can help ameliorate the Latino
achievement gap by helping develop and sustain motivation, the impact of educational
transitions on motivation must also be considered since researchers have identified the
greatest decline in academics and motivation in the transition from elementary to middle
school.
The Middle School Years
While numerous studies focus on Latino high dropout rates and low academic
achievement, researchers have found that the progressive transition from elementary to
middle school initiates a great decline in academics (Anderman, Maehr, & Midgley,
1999). In the following section the middle school decline, middle school culture,
motivation during the middle school years as well as adolescent developmental needs will
be discussed. Lastly this section will draw attention to the critical support systems needed
to improve middle school student’s academic success and motivation.
The Middle School Decline
For some children, the early adolescent years mark the beginning of a downward
spiral in school-related behaviors, academic performance and motivation (Eccles,
Wigfield, Midgley, Reuman, Mac Iver & Feldlaufer, 1993). Alspaugh and Harting (1995)

32
found there is a consistent decline in reading, mathematics, science, and social studies in
the transition from self-contained elementary schools to middle schools. The elementary
to middle school transition has also been found to be associated with decreased
motivation (Anderman, Maehr & Midgley, 1999), and increased psychological distress
(Chung, Elias & Schneider, 1998; Crockett, Peterson, Graber, Schulenberg & Ebata,
1989) both of which impact a student’s ability, interest and effort in academic
achievement. Several studies have also found distinct declines in critical motivational
processes, including interest in school (Epstein & McPartland, 1976), intrinsic motivation
and goals (Harter, 1981), self-efficacy (Eccles, Adler, Futterman, Goff, Kaczala, Meece
& Midgley, 1983; Marsh, 1989), and self-esteem (Simmons & Blyth, 1987).
Causes for the Middle School Motivation Decline
In examining the many changes students experience in their school environment
associated with the transition from elementary school to middle school, Barber and Olsen
(2004) found that middle schools are typically larger in class and school size, students are
exposed to different teachers who are less personable and more controlling, and school
structures shift from personalized environments to increased student autonomous
environments. While adolescents experience all of these changes without explicit
preparation to negotiate them they are expected to independently navigate the unfamiliar
middle school culture (Crean, 2004). As a result of student’s lack of preparation to
navigate the middle school culture, middle schools struggle to keep students interested in
learning which is a key motivational process researchers found to impact academic
success (Anderman & Maehr, 1994; Butler, 1999; Mayer, 2008).

33
Middle school environments were also found to be responsible for the change in
student’s performance, psychological functioning, self-efficacy, and problem behaviors
(Barber & Olsen, 2004). Eccles et al. (1993) provided a possible explanation for these
changes by explaining that middle school transition is developmentally regressive
because as students progress through adolescence they need environments with greater
psychological and behavior autonomy coupled with continued positive interpersonal
connections with adults and peers. Transitioning to middle school contradicts these
developmental needs since the culture of middle school is less personal and more
controlling (Eccles et al., 1993). Barber and Olsen (2004) also found that
developmentally regressive structures significantly decreased students’ self-esteem and
self-efficacy. The impacts such decreases have on motivation during the middle school
years are also important to examine as they can directly contribute to the Latino
achievement gap.
Zanobini and Usai (2002) examined student’s self-esteem and self-efficacy and
confirmed the relationship previous researchers found between these two variables and
the decline in motivation. The decline in motivation was determined by identifying
changes in student’s self-efficacy and the way student’s perceptions of their ability
impacted academic success and behaviors associated with motivation (Zanobini & Usai,
2002). Simmons and Blyth (1987) and Seidman et al. (1994) expanded on these findings
and suggested that higher expectations by teachers in middle school along with student’s
developmental shift to a performance oriented focus, were two possible explanations for
middle school student’s decline in self-esteem and self-efficacy.

34
In addition, teacher/pupil relationships were also found to negatively impact and
decrease student engagement, self-concept and motivation as these relationships tended
to shift from intimate to less personal (Barber & Olsen, 2004). Teacher’s lack of
preparation to adequately support minority students and their families, was also found to
influence educator’s deficit thinking which, places blame on the students and families,
and directly impacts key motivational behaviors and processes such as student’s self-
esteem, attribution, goals and academic success (Garcia & Guerra, 2004; White House
Initiative, 2003).
Adolescent Developmental Needs

In examining the middle school years distinct social, educational and
organizational changes were identified. Santrock (2008) contributed to these findings by
identifying key developmental needs evident in adolescent’s early middle school years.
Researchers suggest that in adolescent years, students begin to evaluate, make decisions,
commit to their decisions, strive to belong, seek independence and are in search of their
own self-identity (Santrock, 2008). As a result, Crosnoe and Trinitapoli (2008) and
Lerner, Boyd, and Du (2008) conclude that what adolescents need during this
developmental time is access to a range of guided experiences and long term support
from adults who care about them. Santrock (2008) suggests guidance and support are
imperative during adolescence because in the childhood years of development, children
experience numerous hours of interaction with parents, peers and teachers however, in
adolescence these interactions change. Relationships with parents take a different form,

35
moments with peers become more intimate and adolescents experience internal conflict
that requires opportunities to discuss and practice necessary coping and cognitive skills
(Santrock, 2008).
To provide a possible explanation for the changes in the relationship between
adolescents and parents, Santrock (2008) presented adolescent’s developmental push for
autonomy, control and independence. This push causes great frustration, anxiety and
conflict between parents and adolescents. Addressing such frustration and anxiety over
time has helped the parent-adolescent relationship model evolve. The old model
suggested that as adolescents mature they detach from parents and move into a world of
autonomy, while the new model emphasizes the important role parents serve as
attachment figures and support systems while adolescents explore a wider, complex,
social world (Santrock, 2008). Thus, although adolescents are moving toward
independence, they still need to stay connected with their parents (Hair, Moore, Garrett,
& Ling, 2008)
Parental Support Systems
To ameliorate the impact school environments, middle school expectations,
deficit thinking and adolescent’s developmental needs have on student’s motivation,
research has identified support systems that influence and provide students with
interpersonal, academic coping skills to help them navigate through the middle school
years (Crean, 2004; Garmezy, 1985). Garmezy (1985) found that in order to safeguard
middle school students from the lack of academic or interpersonal success, three
variables are needed: a strong self-efficacy, family cohesion, low environmental stressors

36
as well as external support systems. Crean (2004) also found that family involvement was
key in social support and in teaching coping strategies. Coping strategies are defined as
skills that adolescents must be explicitly taught and demonstrated to help with
psychological adjustment, school competencies, social networks and navigation through
the middle school culture (Crean, 2004). Alfaro et al., (2006) identified parental
involvement in a student’s support system critical to student’s motivation, engagement,
self-efficacy and attribution since parents are the only support system most adolescents
can depend on for their success. Plunkett and Bamaca-Gomez (2003) found that parental
monitoring, support and help with school, were associated with higher educational
aspirations and increased motivational behaviors. Supportive parents also provided
students with a sense of emotional security, stability and confidence, which in turn
promoted healthy adaptation and exploration in school contexts regardless of ethnicity
(Pianta, 1999). Martinez, DeGarmo and Eddy (2004) extended the importance of parental
influence during the middle school years by concluding that academic encouragement by
parents, peers and school staff served as strong predictors of school success.
Peer Support Systems
In addition to parental support, Hardy, Bukowski and Sippola (2002) and
Altermatt and Pomerantz (2003) described the importance of solid peer relationships in
the middle school transition. Peer relationships during the middle school transition are
important as they influence student’s self-efficacy, interest and academic motivation
(Hardy et al., 2002). Hardy et al. (2002) also found that peer acceptance and belonging
helped minimize emotional distress, which negatively impacts student’s engagement,

37
self-esteem and achievement. Gonzalez and Padilla (1997) contributed to this finding by
concluding that peer support was associated with students’ greater value of, and
engagement in school. Students with high quality peer support that endured across the
middle school transition demonstrated increased leadership, sociability and self-efficacy
(Berndt & Keefe, 1996). Berndt and Keefe (1996) also found that adolescents with
positive friendship qualities displayed greater pro-social behaviors, had high self-esteem
and had a better attitude toward school.
In summary, the middle school literature reviewed described the various declines
students face in their transition from elementary school to middle school, it also revealed
distinct contributing factors as well as support systems needed to ameliorate the decline.
Helping ameliorate the academic decline in middle school can directly impact the
underachievement of Latino students by addressing their developmental, motivational
and academic needs as they continue through their educational careers.
Researchers found that along with middle school environments, distinct
educational variables also impact student’s motivational behaviors and processes.
Understanding these factors is imperative to provide students the necessary skill sets
needed to best negotiate the changes in school cultures, teacher expectations and personal
self-concept during the middle school years. Strong support systems have also proven to
satisfy students developmental, motivational and academic needs and help students
navigate through the middle school years. In addition, students who receive high support
from multiple individuals, experience a more positive school-related adjustment than
those who receive low support from multiple people or positive support from only one

38
source (Murray, 2009). Ryan, Stiller and Lynch (1994) further explained that positive
relationships with parents, teachers and peers are significantly related to positive coping
skills, autonomy, perceived control, and engagement in middle school. Of these
influential relationships, research identified parental relationships and influence as a
major factor in student’s academic success in the middle school transition.
Parental Influence on Motivation and Academics
As our nation strives to address our current educational achievement gap, parental
roles are key factors in narrowing that gap. Research has identified three parental beliefs:
values, expectations and aspirations, as key variables in student’s academic achievement
(Goldenberg et al., 2001; Spera, 2006; Englund et al., 2004). While these beliefs are
critical to student success, researchers have found distinct internal and external variables
alter these parental beliefs throughout their children’s educational career (Goldenberg,
Gallimore, Reese & Garnier, 2001; Schunk, et al. 2008). The following section will
discuss parental values, expectations and aspirations, identify factors that influence these
constructs as well as reveal their impact on student’s academic achievement.
Parental Value
Research has concluded that family is one of the most important factors that help
students develop attitudes and perceptions about expectations, as well as motivation and
interest (Mapp, 2003). To understand the role parents’ play in students’ development and
academic success, parents’ beliefs must be examined. While some research studies have
revealed that parental beliefs and values are correlated with socioeconomic status (SES;
Laosa, 1982; Luster, 1986; Miller, 1988; Ramey & Campbell, 1976; Schaefer &

39
Edgerton, 1985), educational attainment, religion, and race (Rickel, Williams, &
Loigman, 1988), Goldenberg, Gallimore, Reese, and Garnier, (2001) focused on the
impact educational attainment has on students’ and parents’ beliefs. Goldenberg et al.
(2001) found that students and families who have done well in school are likely to want,
expect and value higher levels of school attainment. Thus, a major finding in studies
examining the influence of family aspirations and expectations on student achievement is
that these values are themselves likely to be influenced by earlier patterns of personal and
student achievement (Goldenberg et al. 2001). Ceballo (2004) also concluded that
parents’ educational background similarly shapes parents’ beliefs and value about
education and drives the quality of their interaction and expectations of their children
(Schunk, et al. 2008).
Spera (2006) and Englund et al., (2004) contribute to these findings by concluding
that parents’ educational goals and values, expressed through parental educational
aspirations for their offspring, are also related to children’s current and future academic
performance. From a theoretical perspective, aspirations for educational attainment can
be defined as standards or goals for performance that organize and direct parents’
behavior toward their children (Bandura, 1998; Pervin 1982). Parental expectations are
defined as parents’ ideal for children's ultimate educational or a parents’ expectations for
current academic performance (Christenson, Rounds & Gorney, 1992). Patrikakou (1996)
found that when students perceive that their parents expect them to perform well in
school, they in turn expect higher educational attainment. This perception may be, in part,
the result of increased parental involvement with children’s academic life and

40
involvement in school activities (Englund et al., 2004; Spera, 2006; Taylor & Lopez,
2005).
Crosnoe (2001) suggests that if parents show a strong value for academic
achievement, their children are motivated to try harder in school to gain attention,
respect, and other rewards from their parents. Rutchick, Smyth, Lopoo, and Dusek,
(2009) also found that when parents spend time discussing education with their children,
they reveal their value in education and express the belief that their children have the
ability to succeed academically. The values revealed through these interactions provide
additional confidence, motivation and high expectations for students (Rutchick et al.
2009). Messages of parent expectations and aspirations may also have been embedded in
these interactions, enabling parents to have an active role in their children’s educational
success. Ceballo (2004) and Ames, deStefano, Watkins, and Sheldon (1995) contributed
to this idea by concluding that parents express their commitment and support for
education with an array of nonverbal and explicit behaviors that are influenced by values,
expectations and aspirations parents hold about education and for their children.
Parental Expectations
Over the years (Willis, 1991), concluded that holding high expectations has
become a critical variable in an effort to raise academic achievement particularly because
researchers have found student academic achievement strongly correlates with high
parent expectations (Gigliotti & Brookover, 1975; Johnson, Brookover, & Farrell, 1989).
Researchers have concluded that higher parental expectations for children have been
associated with a greater likelihood of attending college (Hossler & Stage, 1992), better

41
school attendance (Kurdek & Sinclair, 1988), and better academic performance
(Fehrmann, Keith, & Reimers, 1987; Gill & Reynolds, 1999). Parental expectations also
influence child expectations (Patrikakou, 1997; Trusty, 1998) and motivational constructs
such as interest, goals and attributions (Jacobs, Davis-Kean, Bleeker, Eccles, &
Malachuk, 2005), both of which are associated with better academic performance.
Examining the influence parental expectations have on student’s success, Trusty
(1998) found that children’s perceptions of parental support for their education predicted
children’s expectations for their own educational achievement. In a follow-up study,
Trusty (2000) examined children’s expectations across time, and found that parental
attendance at extra-curricular activities predicted the persistence of high expectations.
Hao and Bonstead-Bruns (1998) contributed to the finding that parental expectations
influenced child expectations via parent-child interactions, both by providing the child
with evidence of his or her academic abilities, and by facilitating the communication of
parental beliefs about education to their children. Darling and Steinberg (1993) and Spera
(2006) similarly concluded that parents’ educational expectations influenced the way they
involved themselves in their children’s education such as helping with homework and
involvement in school activities. Epstein (1987) also contributed to this discussion by
highlighting that parents exert influence by providing opportunities, encouragement, and
support for children's learning and by involving themselves in learning activities. Hao
and Bonstead-Bruns (1998) found that parent-child interactions in learning activities, is
an important mechanism through which parents' educational expectations are transmitted
and children's educational expectations are reinforced.

42
In presenting the role expectations play in student’s academic achievement,
distinct variables that influence parents’ expectations exist and should be considered in
understanding this construct. Goldenberg et al. (2001) highlighted that while at the
beginning of kindergarten, nearly 60% of parents expected their children to attend or
complete a university education, and 6% said they did not know how far they expected
their children to go in their formal schooling parents’ expectations then fluctuated
considerably throughout elementary school. Goldenberg et al. (2001) found that the
fluctuations in parental expectations were influenced by variations in children's
performance as parental aspirations tended to be higher while parental expectations
lower. Rutchick et al. (2009) offered an additional reason for the fluctuation in parental
expectations by concluding that behavioral problems also predict parents’ educational
expectations for their children as parents who perceive their child as having frequent or
serious behavior problems consider these behaviors as inhibiting their child’s ability to
succeed academically and adjust their expectations accordingly (Mcleod & Kaiser, 2004).
This finding suggests that parents do not view their children’s current academic
performance as the only indicator of the child’s academic ability. While Goldenberg et al.
(2001), Rutchick et al. (2009) and Mcleod & Kaiser (2004) revealed a fluctuation in
parental expectations across the elementary school years Goldenberg et al. (2001) also
found that unlike parental expectations, the high level of parental aspirations consistently
remained high throughout children’s elementary years. More than 90% of parents to be
exact aspired to university attendance or completion and over the course of elementary
school this number remained the same (Goldenberg et al. 2001). Consequently, as Scott-

43
Jones, (1995) concludes, parental aspirations like parental expectations greatly influence
student’s academic achievement.
Parental Aspirations
Parental aspirations for their children’s educational attainment (i.e., the level of
education parents would like their children to attain), appears to be a particularly
important predictor of children’s academic achievement (Scott-Jones, 1995). These
aspirations can be understood as standards for performance that organize, communicate,
and direct parents’ behaviors toward their children (Wentzel, 1998). Researchers have
found that parental aspirations for their children’s educational attainment are significantly
related to their children’s setting of academic goals, persistence in school, course
enrollment, intellectual accomplishments, and attendance of college (Bronstein et al.
2005; Wigfield 1993).
Parental ethnicity and education have been found to be important factors to
consider when examining parental aspirations for their children’s educational attainment.
Researchers have found that African American and Hispanic parents place a high value
on education, are concerned with educational issues, and have aspirations for their
children that equal those of non-minority parents (Driessen et al. 2005; Stevenson et al.
1990). Many minority parents recognize education as a vehicle for upward mobility, but
also value formal education as a means of personal fulfillment (Delgado-Gaitan and
Trueba 1991). Immigrant Latino parents see formal schooling as a positive benefit for
their children, and they aspire for their children to attain the highest levels possible
(Delgado-Gaitan, & Trueba, 1991; Goldenberg & Gallimore, 1995; Trueba & Delgado-

44
Gaitan, 1991). This pursuit of upward mobility for minority parents’ impacts parental
beliefs and attitudes towards the importance of education, and the educational aspirations
they set for their children (Spera et al. 2009). Similarly, parents who have their own
positive educational experiences to draw upon (Spera et al. 2009) as well as parents’
positive perceptions about their children’s academic performance (Ahmavaara &
Houston 2007; Comer et al. 1996) are more likely to form higher educational aspirations
for their children compared to other parents.
Bandura, Barbaranelli, Caprara, and Pastorelli (1996) contributed to these
findings by concluding that parents' sense of efficacy to promote their children's
academic development and the educational aspirations they hold for them greatly
influences their children's beliefs in their own academic efficacy and raise their personal
aspirations. These beliefs and aspirations, in turn, contribute to their academic
achievement both directly and by reducing depression and problem behaviors that
previous research has demonstrated to undermine not only parental expectations but
productive engagement in academic pursuits as well (Bandura et al. 1996).
In summary, this section contributes to the existing literature surrounding the
reciprocal relationship between parent beliefs, values, expectations, aspirations and
student success. Through the literature reviewed, researchers identify the manner in
which parents’ beliefs influence children’s academic success. Researchers also suggest
that parental beliefs, expectations and aspirations impact student’s academic achievement
and personal educational values and expectations. Although Goldenberg et al. (2001)
found that children's achievement and parents' expectations began as unrelated in

45
kindergarten, over the course of the elementary grades parents' expectations became
increasingly linked to how well children perform in school. This association is in strong
contrast to aspirations, which appear almost entirely independent of student achievement.
Parents aspire to high levels of formal schooling, no matter how their children are doing
academically. Therefore, the urgency to address Latino parents is an attempt to
understand Latino parents’ beliefs and values about motivation.
Conclusion
The recent literature demonstrates that there still remains much to learn about the
nature of parental beliefs and their influence on academic motivation, specifically as it
relates to Latino parents of middle school children. While current research studies
primarily look at parent beliefs and parent involvement of non-diverse samples, few
studies are done through parents’ perspectives, particularly parents of color. Most studies
also fail to consider or account for parents’ autonomous beliefs and their influence on
parents’ involvement and academic motivation. The current study strived to fill the gaps
in the literature by focusing on Latino parents’ of middle school adolescents, with
particular attention to their beliefs regarding the role they play in creating and sustaining
their children’s academic motivation.
As researchers have concluded the significant influence motivation has on
academic achievement (Pintrich, 2003; Mayer, 2008; Schunk et al., 2008; Urdan &
Schoenfelder, 2006) future research must continue to account for variables that can
impact motivation during the adolescent years. Although it is clear that motivation cannot
be explicitly taught, the direct reciprocal relationship between motivation, learning and

46
academic achievement suggests that motivation can be developed, sustained and assessed
(Pintrich, 2003; Schunk et al., 2008). Future research can expand on these findings by
researching effective strategies and methods parents’ can implement to enhance academic
motivation in the middle school years, when motivation significantly declines.
Although researchers have discussed a few developmental changes, which
contribute to the academic decline in the middle school transition, they have also
identified critical support systems needed to effectively transition into middle school,
cope with adolescence and establish a strong sense of self-esteem. Parent involvement as
a result of their values, expectations and aspirations was also an imperative variable
researchers identified not only as a developmental need in adolescence but also as an
important variable in motivating student’s throughout their educational careers (Alfaro et
al., 2006; Hoover-Dempsey & Sandler, 1997; Kuperminc et al., 2008; Stiller & Ryan,
1992). Thus, due to the interactional nature of academic motivation and parent
involvement for middle school adolescents, understanding parental beliefs regarding
motivation is particularly relevant. It is based on these factors that parents’ beliefs about
their role in motivating their children will be examined in this study. These factors will be
considered in an effort to better understand how personal beliefs; values, expectations
and aspirations interact with middle school student’s academic motivation.

47
Chapter 3: Research Methodology

The primary purpose of this study was to gain a better understanding of Latino
parents’ beliefs regarding their middle school children’s motivation. The goal of this
research was to provide insight into Latino parents’ beliefs as they relate to the values,
expectations and aspirations parents’ have for their children’s academic success and
influence they have on student academic motivation. Lastly, this study highlights the
need for parent-school partnerships to best support parents in developing and sustaining
student’s academic engagement, success and motivation during the early adolescent
middle school years.
This chapter presents the research question that guided the inquiry as well as the
specific research methodology that was employed. The research methodology section
begins with the sampling procedure as well as the specific participant characteristics that
were used to narrow the population studied. Further, this section contains basic
demographic information on the participants, the instrumentation, procedures for data
collection as well as the subsequent analysis.
Research Questions
The following research question and sub question guided this study:
2. What are Latino parents’ beliefs about the academic motivation of their middle
school children?
1a. How do parental beliefs differ based on the academic achievement of their
student?

48
Research Design
While existing studies have examined parent involvement and parenting styles
using non-diverse samples, the purpose of this study was to extend the literature on
Latino parents by examining Latino parents’ beliefs about motivation. In this study
parents’ beliefs about their personal role in their children’s academic motivation were
examined. In an effort to better understand the way Latino parents’ believe they influence
their children during the middle school years this study implemented qualitative methods
to examine Latino middle school parents’ beliefs about academic motivation. As such, a
qualitative study that looks at Latino parent beliefs about motivation and the support they
provide their adolescent children, greatly informs middle school institutions. It is
beneficial for middle schools and administrators to have a better understanding of how
unique circumstances and parent beliefs may contribute to the relationship between
parent support and middle school student’s motivation and achievement. A qualitative
study of these topics provides a richer understanding of the Latino parent middle school
experience in a way that has yet to be fully understood.
In addition to the general need for more qualitative research with the middle school
parent population, a qualitative analysis of the research question was preferable for
several reasons. An interview format with parents allowed the researcher to have a clear
understanding of different circumstances that influenced Latino parental beliefs about
their children’s motivation as well as their involvement in their children’s academic
success. Interviews allowed for a description of specific instances and experiences that
contributed to parents’ beliefs about their personal role in developing and sustaining their

49
children’s motivation. In addition, a qualitative analysis of the motivation variables in
academics allowed for a more detailed understanding of parent beliefs given the complex
nature of this construct for middle school students.
Participants
Stratified purposeful sampling was employed in the selection of the Latino middle
school parents used for this study. The sample was drawn from JM Middle School, a
public magnet school located in Los Angeles, California. It is one of 173 middle schools
in a large urban school district. JM Middle School currently serves 1,413 students of
which over 90% of families qualify for free and/or reduced lunch. Nearly 80% are Latino,
12% White, 7% Asian, 2% Black and less than 1% American Indian.
Although the sample population interviewed shared a number of basic demographic
commonalities and life experiences, each participant had their own unique background
that shaped the stories they told. Following the principles of a phenomenological
approach, Patton (2002) stresses the importance of understanding the participants’ lives.
Below are snapshots of each participant to better understand their individual point of
view.
Ericka Chavez is a married 33 year-old female born in Acapulco, Mexico. She
currently works full time as a cashier. She came to the United States at the age of 12 and
has two children, a 13 year-old daughter and a 6 year-old son. When Mrs. Chavez arrived
in the United States at the age of 12 the Newcomer Program she was enrolled in did not
meet her educational needs. She felt her teachers did not put forth much effort to support
her and as a result she did not put forth much effort to learn. Her senior year of high

50
school she got pregnant and was unable to balance a newborn baby and schoolwork thus,
causing her to drop out of school. She tells of the importance her parents gave education,
but admits her mother was far too busy with work in order to attend meetings or help
with homework. However, a value her mother ingrained in her was the importance of
good behavior, manners and giving respect to teachers. Mrs. Chavez would have liked to
be an elementary school teacher to have a better life and support her children
academically.
As Mrs. Chavez discusses her children’s education, she reveals similar values that
she was raised with, but also explains to them how an education will benefit them in the
future. Mrs. Chavez describes her middle school daughter as an A student who is an
intelligent, independent, perfectionist dedicated to school and learning. She explains that
her daughter has always received above average grades and constantly strives to do her
best. Her daughter aspires to one day become a Speech Therapist.
Jessica Perez is a single 46 year-old female born in Mexico. She currently works at
a fast food restaurant. Ms. Perez migrated to the United States 27 years ago due to health
problems and has a 10 year-old son and a 14 year-old son. She finished high school in
Mexico and was an average student. Reflecting on the importance her parents gave
education, Ms. Perez shares that her grandmother, who raised her, was extremely strict
and tough when it came to education. Her grandmother made it very clear that she would
always support Ms. Perez in her education and even allowed her to travel outside of the
city to complete high school. But her grandmother insisted that if she ever got pregnant or
involved with the wrong crowd she would kick her out of the house. After high school,

51
Ms. Perez tried continuing her studies but the courses were much too difficult and her
grades began to slip. She then decided to open up a little store with a beauty salon and
worked there until her health declined. While Ms. Perez was unable to pursue a career
after high school she hopes to one day obtain her legal residency and continue her
schooling to become a cosmetologist.
As she discusses her children’s education, Ms. Perez shares that she constantly
encourages her sons to focus on school and reminds them that she dedicates a lot of time
to their education so they can be successful and be someone in life. She shares that she
supports her sons the most she can because she never had support growing up and knows
what it is like to be alone. Ms. Perez consistently rewards and provides consequences for
academic marks. In regard to her middle school son, she describes him as an A student
who is shy, independent and never gives up. She says that from an early age he has
earned above average grades and constantly strives to be the best at everything he does.
He is at an age now that he is no longer learning from her, but rather is putting into
practice and applying all that she has taught him.
Alena Lemus is a married 45 year-old female born in Guanajuato, Mexico. She
currently works as a hotel housekeeper. Mrs. Lemus migrated to the United States 23
years ago and became a citizen. Mrs. Lemus has two children, a 22 year-old son in
community college and a 13 year-old daughter. Mrs. Lemus completed school up to the
9
th
grade. Reflecting on how her parents felt about education, Mrs. Lemus shares that
they did not give it much importance, probably because the town they lived in only
offered schooling up to the 9
th
grade. Having seven siblings close in age also prevented

52
her from pursuing a higher education because it required traveling to a different town and
not being available to help around the house. While she did not complete high school in
Mexico she is still planning on returning to school and earning her General Education
Development (GED).
As she discusses her children’s education, Mrs. Lemus shares that she constantly
teaches them that education and success are not easy, that one has to try and put forth
effort to accomplish their goals. In regard to her middle school daughter, Mrs. Lemus
describes her as a B student, who is independent, responsible, hard working and self-
motivated. Her daughter is currently in honor classes and has worked hard to maintain
her grades after entering JM middle school in the 7
th
grade.
Victoria Arriaga is a married, 43 year-old female, born in Mexico. She is currently
unemployed but has worked as a babysitter and cashier in the past. Mrs. Arriaga migrated
to the United States 17 years ago and currently has two children, a15 year-old daughter
and a 13 year-old son. Mrs. Arriaga completed middle school and chose to purse a three-
year program as a secretary instead of attending high school. Reflecting on the
importance her parents gave education, Mrs. Arriaga shares that her mother motivated her
to work hard. She constantly ingrained in her that she wanted a good future for her and
that all she worked for and accomplished in life would benefit her and no one else. Mrs.
Arriaga says that she still aspires to have a professional career and is currently learning
English.
As she discusses her children’s education, Mrs. Arriaga expresses the importance of
an education, to have a career and be prepared to compete in society. She constantly

53
reminds her children that they won’t be receiving a large inheritance, but the one thing
they will have left their children is a good education. She consistently rewards and
provides consequences for academic marks. With regard to her middle school son, Mrs.
Arriaga describes him, as a B student who struggles in English, is disciplined, shy and
constantly tries to do his best. Her son hopes to one day be a scientist to help find the
cure for cancer.
Geraldine Larita is a married 43 year-old female born in Oaxaca, Mexico. She is
currently unemployed but has experience working as a babysitter and a housekeeper. She
migrated to the United States 20 years ago and has two daughters, ages three and six. She
also has three sons, 13, 19, and a 23 year old. Mrs. Larita completed 3
rd
grade and at the
age of nine was forced to work due to her family’s financial instability. She recalls as a
child, she did not mind working or having to drop out of school. In retrospect, she
realizes not having a role model affected her ability to want to strive for more out of life.
Reflecting on the importance her parents gave education Mrs. Larita says not much
importance was given to learning as her parents’ mostly valued good morals, principals
and honesty. While Mrs. Larita was unable to complete her education she still hopes to
pursue a career as a teacher or secretary. She explains that with age she has come to
realize the importance of preparing oneself for the future and having long-term goals for
success.
As she discusses her children’s education, Mrs. Larita shares that she reminds her
children that her purpose for coming to the United States was to give them a better life
than the one she had in Mexico. She constantly tells her children that education is very

54
important and as students their only job is to learn at school. For this reason, she does not
ask them to help around the house. Mrs. Larita encourages her children to set goals and
go for them without letting any obstacles get in their way. In regard to her middle school
son Mrs. Larita, describes him a C student who has the ability to perform at a higher
level, but lacks the motivation to demonstrate his true potential. From an early age, she
noticed that her son had difficulty paying attention and currently does not give his
education the importance it deserves. While his teachers constantly praise his
intelligence, as he grasps difficult concepts, he does not always demonstrate his potential.
Mary Mazas is a married 40 year-old female born in Mexico. She is currently
unemployed. Mrs. Mazas migrated to the United States 18 years ago and has a 13 year-
old daughter and 4 year old twin boys. Mrs. Mazas completed 6
th
grade, as it was the
highest-grade level her small town offered. Those students who desired to pursue
education beyond the 6
th
grade had to travel outside of town. After completing 6
th
grade
she went to a nearby town to begin 7
th
grade. However, at the same time, her mother
migrated to the United States and her father fell into a deep depression and needed
financial assistance. She was compelled to drop out of school and began working.
Reflecting on the importance her parents gave education, Mrs. Mazas explains that both
her parents were farm works and wanted their children to succeed in life and be
professionals. Most importantly they wanted their children to have a better life. Mrs.
Mazas hopes to continue her education one day and possibly earn her GED. She is
currently working toward learning English.

55
As she discusses her children’s education, Mrs. Maza shares that she is extremely
involved in their education and firmly believes that as United States citizens they must
take advantage of the abundant opportunities this country provides. Mrs. Mazas also
teaches her children that she will not leave behind a large inheritance with a house or
money, but instead will leave them with an education that no one will ever take away. In
regard to her middle school daughter, Mrs. Mazas describes her as a C student who
consistently struggles in the beginning of each year, but as the year progresses she raises
her grades. She describes her daughter as a hardworking, motivated, independent young
lady that takes her education seriously and is currently investigating and informing her
mother about the high schools she can attend. Her daughter aspires to one day become a
registered nurse.
With the unique portrait of each participant interviewed along with a description of
their child it is impossible to place the voices of the parents into the confines of a chart,
therefore a summary of the previous demographic information is provided:

56
Table 1: Research Participants
Participant

Age Country of
Origin
Education
Level
Family Status Middle School
Child
Ericka Chavez 33 Acapulco,
Mexico, has
lived in US for
21 years
Came to US
at age of 12
did not
complete
High School
Married, employed
part time, 1 son, 1
daughter, middle
school daughter
will be first to
attend college
8
th
grade daughter,
born in US, A
student, high grades
since elementary, an
over achiever,
interested in Speech
Therapy
Jessica Perez 46 Mexico, has
lived in US for
27 years
Completed
HS in
Mexico,
Single, employed
part time, 2 sons,
middle school son
will be first to
attend college
8
th
grade son, born in
US, A student, high
grades since
elementary, a
perfectionist,
interested in
attending college
Alena Lemus 45 Guanajuato,
Mexico, has
lived in US for
22 years, US
citizen
Completed 9
th

grade in
Mexico
Married, employed
full time, 1 son, 1
daughter, oldest
son attends
community
college
8
th
grade daughter,
born in US, B
student, performs
academically well,
self-motivated,
interested in
becoming a teacher
Victoria Arriaga 43 Mexico, has
lived in US 17
years
Completed
middle school
and went on
to complete a
3 year career
as a secretary
in Mexico
Married,
unemployed, 1
son, 1 daughter,
daughter is in HS
and hopes to
attend college
8
th
grade son, born in
US, B student,
perseverant,
interested in
becoming a medical
researcher to find
cure for cancer
Geraldine Larita 42 Oaxaca,
Mexico, has
lived in US for
20 years
Completed
3
rd
grade in
Mexico
Married, employed
part time, 3 sons, 2
daughters, second
oldest son is
currently a
sophomore in
college
8
th
grade son, born in
US, C student, has
difficulty
demonstrating his
true potential,
interested in
attending college
Mary Mazas 40 Mexico, has
lived in US for
18 years
Completed 6
th

grade in
Mexico
Married,
unemployed, twin
sons, 1 daughter,
middle school
daughter will be
first to attend
college
8
th
grade daughter,
born in US, C
student, struggles
academically but
with tutoring by end
of year pulls grades
up, interested in
becoming a nurse
assistant.

57
Data Collection
Approval from the university IRB office as well as JM Middle School was obtained
prior to the initiation of any data collection. The primary method for the recruitment and
screening of participants for the study was through bilingual recruitment forms and a
survey set up at a booth during the yearly parent conference night from 2:00pm-6:00pm.
Data collection for this research was conducted over the course of a four-month period
beginning in September.
In November an initial survey was collected to screen for participants (Appendix
A). From the survey, six families that both met the criteria for follow up interviews and
expressed interest in a follow up interview were contacted to verify their continued
interest. The 6 participants described in the previous section met the following criteria:
1. Parents of Latin American decent
2. Parents who agreed and provided contact information for a follow up interview
3. Parents of current middle school 8
th
grade students
4. Two families with children with average marks (C’s)
o One male and one female student
5. Four families with above average marks (A’s and B’s)
o One female and one male student with A average grades
o One female and one male student with B average grades
Once participants agreed to participate in the interview process, the first interview was
scheduled. Two one-hour open-ended interviews were conducted with participants, in

58
their native Spanish language during the month of December (Appendix B). All
interviews were held at the participants’ homes.
English and Spanish consent forms for each participant were distributed prior to
completing the initial interview (Appendix C). The consent documents outlined the
purpose of the study, the confidentiality guidelines and also advised participants that the
interviews would be recorded by audio.
Screening Survey
To identify possible Latino parents to participate in the study, the researcher
designed a survey to gather demographic information to help identity Latino families as
well as the average grades their middle school child earned in 6
th
and 7
th
grade. To
administer the survey the researcher sought out the help of JM’s principal and the Student
Support Services Coordinator in early October 2011. On November 17, 2011 the
researcher attended JM’s parent conference night. The researchers set up a booth in the
main entrance of the school with USC material on display. As parents entered the
building the researcher inquired what grade level their child was in and all 8
th
grade
parent was asked to fill out an initial qualitative open-ended survey in English or Spanish.
The 44 surveys collected revealed that the average age of the surveyed
participants was 40.46 years of age. Thirty-six surveys identified gender as female and 8
as male. The primary language spoken in the surveyed households was Spanish with 36
parents identifying it as their primary language and only eight identifying English as their

59
primary language. The average years participants lived in the United States was 22.61
years. The average number of children the surveyed participants identified having was
2.79 children.
With regards to the level of education earned, the majority completed middle
school. Table 2 provides further information regarding the remaining participants. The
country of origin of the surveyed participants varied, however 47.72 % of surveyed
participants identified Mexico as their country of origin Table 3 presents additional
country of origins. Considering the marital status of the participants surveyed 70.45%
were married or live with domestic partners Table 4 details this further. Examining
employment status, surveyed participants equally worked part-time or full-time. Table 5
provides further data. While analyzing participants’ annual household income, most
participants earned less than $10,000 (Table 6).

60
Table 2: Level of Schooling for Surveyed Participants

Table 3: Countries of Origin Identified on Surveys

Table 4: Employment Status of Surveyed Participants

Table 5: Marital Status of Surveyed Participants

Educational Level Total out of 44 Surveyed Percent
No School 2 4.5%
Elementary School 9 20.5%
Middle School 14 31.8%
High School Diploma/ GED 14 31.8%
Some College 5 11.4%
Country Total out of 44 surveyed Percent
Mexico 21 47.7%
Guatemala 12 27.3%
El Salvador 6 13.6%
United States 3 6.8%
Honduras 1 2.3%
Unknown 1 2.3%
Employment Status Total out of 44 Surveyed Percent
Unemployed 14 31.8%
Part-time (≤ 20hrs/week) 15 34.1%
Full-time (> 20hrs/week) 15 34.1%
Marital Status Total out of 44 Surveyed Percent
Single 9 20.5%
Married/ Domestic Partner 31 70.5%
Separated/ Divorced/Widowed 4 9.1%

61
Table 6.: Annual Household Income for Surveyed Participants

Interview Protocol
The interview protocol for this study served as a guide for semi-structured
interviews that took approximately two one-hour sessions to conduct. The interviews
were conducted in the participant’s native language, Spanish. The semi-structured
interview method represented a combination of the interview guide and standardized
open-ended interview approaches in an effort to provide enough structure to ensure the
ability to analyze and compare participant responses while allowing for some flexibility
of inquiry based on participant responses (Patton, 2002). The inclusion of each question
was evaluated by the researcher based on its relevance to better understanding the
constructs embedded in parental beliefs such as values, expectations and aspirations to
ensure content validity of the interview protocol (Patton, 2002).
Several interview items were adapted from the Scale of Educational Aspirations
and Expectations for Adolescents (SEAEA) as a foundation. The scale’s reliability was
high with an alpha of .84. SEAEA’s primary purpose is to assess parents’ expectations
and aspirations of their middle school children. While the SEAEA was designed as a 29-
item scale set on a four-point scale ranging from Strongly Disagree to Strongly the
Household Income Total out of 44 Surveyed Percent
Less than $10,000 11 25%
$10,001 - $15,000 7 15.9%
$15,001 – $20,000 7 15.9%
$20,001 – $25, 000 5 11.4%
$25,001- $35,000 9 20.5%
35,001 - $50,000 5 11.36%

62
current study altered these items to fit an interview protocol. The Scale of Educational
Aspirations and Expectations for Adolescents (SEAEA) was selected based on an
extensive review of the literature surrounding parental expectations and aspirations for
the educational attainment of their children. No other scales were found that incorporated
multiple items reflecting both expectations and aspirations; previous research has relied
on single-item measures of items created to reflect both ideal goals (aspirations) and
realistic goals (expectations) that parents hold for their child’s educational attainment.
Based on the interconnected nature of parents and middle school student’s
academic motivation addressed more fully in Chapter 2, a discussion and common
understanding of motivation was included in the interview protocol in order to help
clarify motivation as well as to follow Patton’s (2002) recommendation to establish
rapport with the parents by including questions related to a subject (successful students)
they may potentially be more able to define and discuss.
To further ensure content validity, pilot testing is recommended (Patton, 2002).
Given this information, following the review of the interview protocols by two
researchers with expertise in interviewing, a pilot test of the protocol was administered.
The pilot test was conducted with two middle school parents in English and Spanish that
match the research population on salient characteristics. In addition to the data centered
on the responses to the research questions, the basic demographic information collected
in the initial survey assisted in the data analysis, serving as a reference point in

63
identifying students academic marks and parents’ educational background. The multiple
sources of data helped establish the kind of in depth understanding in the qualitative
analysis (Patton, 2002).
Interviews
The interviews were administered throughout the month of December. The initial
interview helped build rapport with parents by learning about their personal educational
background, their children’s educational background as well as a glimpse into parents’
values and expectations. The second interview session delved further into parents’ values,
expectations and attributions (Table 7). Additional follow up conversations took place to
provide clarification, fill in gaps from the interview or simply to complete unfinished
interviews. All interviews were conducted in Spanish.
Table 7: Research Questions / Variables and Corresponding Interview Protocol
Items

Data analysis
The analysis for this study was organized around data that is relevant to Latino
parents’ beliefs regarding their middle school student’s academic motivation. Data
obtained through two-interview sessions revealed information regarding distinct
motivational constructs such as values, expectations and aspirations parents hold for their
middle school children and their influence on their children’s academic motivation and
Interview Protocol Questions Research Question/Variable Measured

RQ: What are Latino parents’ beliefs about academic
motivation of their middle school children?

Session #1

Session #2
Values 5, 7, 8, 9 1, 2, 3
Expectations 6, 10, 5
Aspirations 4

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success. Using qualitative analysis, this study gained a more in-depth understanding of
possible connections be3tween parent beliefs and student’s academic motivation and
success in middle school.
Following each interview, the recordings were transcribed in Spanish. The
researcher utilized an outside agency to transcribe the interviews and the transcribed
interviews were verified for accuracy. In determining how the data should be evaluated
and reported, the primary goal of contributing to improved practices in the field was the
guiding theme.
Parent beliefs considered values, expectations and aspirations. As such, the
interview protocol was reviewed and focused on addressing these components to ensure
content validity of the interview protocols. At the same time, patterns of responses in the
data that spoke to different personal beliefs (i.e., attributions) that may be tied to student
academic motivation were not disregarded.
This study was viewed through the lens of a phenomenological perspective. The
phenomenological perspective in qualitative research focuses on the individual
experiences of the participants and how they make sense of those experiences (Patton,
2002). In this tradition, there is room for data to drive theory through inductive reasoning
rather than a grounded approach, which places a central, focus on theory to guide the data
(Patton, 2002). As part of the phenomenological perspective, a willingness to shape the
conclusions and organization of the findings around the data provided by the participants
is essential (Patton, 2002) and was considered in the coding and analysis of data.

65
Based on the research questions for this study, there were four primary subjects
around which the first classification of data centered. This included themes related to
parents’ values, expectations and parents’ aspirations for their middle school child, and
with the influence they had on academic motivation.
The role of the researcher was also taken into consideration from a data analysis
point of view. The lens through which data was initially coded was that of a Latina
woman, first in her family to attend college, who has worked in elementary education for
several years and who has an interest in better understanding and improving the outcomes
of Latino parents and students. Certainly these attributes influenced the entire study, from
the questions posed to the interview interactions and the subsequent data analysis.
In summary, this study helped to gain a better understanding of middle school
Latino parents in an effort to conceptualize factors that contribute to middle school
academic motivation. Specifically, this study examined parents’ values, expectations and
aspirations as they relate to their children’s academic motivation. In order to address the
current lack of qualitative analysis in this area of research, the current study sought to
gain an in-depth understanding of the beliefs of parents utilizing a semi-structured
interview format. The hope was that the careful construction of the interview protocols,
consideration of the interview process and the subsequent data analysis, would contribute
to findings that assist policy makers, middle school administrators, middle schools and
parents in developing programs and workshops to help parents effectively influence and
support their children’s academic motivation through the values, expectations and
aspirations they ingrain.

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Chapter 4: Results
Introduction
This study focuses on Latino parents’ beliefs of their middle school children’s
academic motivation. Beginning in September and culminating in December 2011, six
mothers of 8
th
grade students met with the researcher on two separate occasions to share
their perspectives. Prior to the interview process, the researcher did not have an
established relationship with any of the participants. Most parents were surprisingly
candid from the beginning, but all of them were willing to divulge a great deal in both
interviews.
In Chapter 3, the participants’ criteria were outlined. This included some of the
shared characteristics of the Latino parents who were selected for the study and the
methodology used. The participant profiles in Chapter 3 provided the opportunity to
understand the unique portrait of each parent along with their middle school child. This
chapter focuses on the individual stories of the participant profiles in order to address the
study’s research question.
Before presenting the data, it is important to review the lenses that help tell the
parents’ stories. Research on student’s motivation often times is grounded on Expectancy
Value Theory (EVT). It explains the importance of expectancy and value in motivation
by identifying their impact on student’s future choice behaviors, engagement, persistence
and most importantly achievement. Chapter 2 discusses the impact these constructs have
on student’s academic motivation as well as the support systems that need to be in place
for academic success. The support system includes parents and their beliefs. Research

67
examining parental beliefs suggests that parent values, their aspirations and their
expectations greatly influence student’s academic success. As parents shared their stories
and answered questions, it was clear the research surrounding parents’ beliefs were
significantly prominent in student’s academic success and motivation.
Parent Stories
In the two interview sessions, the conversations covered many topics including
the parents’ occupation, education, and aspirations. When discussing their children,
parents addressed their academic history, future plans and the role they play in their
children’s success. The stories have a common thread of education being the most
important aspect of their family values. Out of respect for the parents and their native
language, this chapter focuses on the stories themselves. The interview data is organized
by topics.
Findings
The following section presents commonalities uncovered with respect to this
study’s main research question. The research question addresses Latino parents’ beliefs
about academic motivation of their middle school children. Such beliefs relate to values,
expectations, and aspirations of their children and their influence on academic
motivation. In addressing these themes, the aim is to better understand the shared beliefs
Latino parents have about their middle school children’ academic success.
Values
Data regarding parents’ values in education revealed a multilayered range of
responses. To fully understand the complex nature of the participants’ values and

68
influence on their middle school children, it is important to appreciate that
overwhelmingly parents expressed a strong value for education and a clear understanding
of the benefits it affords. Although only two of the six parents completed high school or a
technical career, three were raised in households where academics held great importance
yet all parents understood the importance of obtaining a college degree and a professional
career.
Given this, it is understandable that all parents shared the expectation that their
children prepare themselves academically to become professionals in order to achieve a
better quality of life. All parents spoke intently on the belief that as United States citizens
their children had abundant opportunities awaiting them. To encourage and motivate their
children academically four out of the six participants, across academic categories, found
that rewarding academic success was productive and demonstrated the value of education
in their household. Three participants compared the responsibility they have at work to
the responsibility their children have in school. These parents explained that adults work
for a paycheck, and students’ work for grades. Parents made it clear that no other
responsibility at home was given to their children and for that reason parents expected
progress and high grades. Geraldine Larita provided an example of a conversation she
had with her son relevant to this topic:
“…Tu responsabilidad solo es estudiar, traer tarea y sacar buenos grados. De lo
demás aquí tú no te preocupas, de que cómo te vistes, de que cómo vas a comer, o
de que cómo vas a pagar tu renta, o en que cómo vas a pagar tus billes, tu no te
preocupas en nada de eso. Tu unica procupaciòn es aprender lo que te enseñan”
[… Your sole responsibility is to study, do your homework and earn good grades.
All other things you need not worry about, for example how you dress, what you

69
eat, how you are going to pay the rent, or how you are going to pay bills, you do
not have to worry about any of this. Your only concern is to learn what they teach
you.]

Regarding success, four participants discussed the emphasis they placed on the
value of doing things for ones own good and future. These parents described the values
they instilled in their children by explaining their belief that they would ultimately be the
ones who reap the benefits of their personal accomplishments and success. Along with
this they would be able to take care of themselves and compete in society. Victoria
Arriaga shares a piece of advice she offers her children,
“…tienen que estudiar…. son nacidos aquí, tienen que aprovechar su educaciòn,
logren una carrera, para que un dia digan, puedo defenderme en la vida.”
[You have to study… you were born here, you have to take advantage of your
education, build a career so you can one day say, I can support myself in life.]

The common value among parents was for their children to be successful in school.
They encouraged their children to put forth effort in all they do, pursuing a higher
education, and ultimately having a professional career. Three out of the six parents,
across student academic levels, expressed their desire for their children to become
professionals. These participants also described the satisfaction they would feel as parents
knowing they prepared their children for a successful life.
The discussions regarding characteristics of success were fairly consistent among
all participants, almost every parent described a successful person as someone who set
and accomplished both academic and career goals, graduated from a university, overcame
obstacles and excelled in life on their own. Only two of the six parents discussed the
importance of being a good citizen in their definition of success. In relation to the

70
characteristics that lead to success, parents differed, half of the parents’ across student
academic levels, felt that effort was the most important variable, while the other half
believed the desire to learn was more significant.
Those parents who valued effort as the primary factor of success held the belief that
without effort no goal or dream was possible. They felt that without the drive to do
something and willingness to put forth work to accomplish it, learning and success would
not be possible. On the other hand, others believed the desire to learn was the key to a
better life.
Alena Lemus believed that without the desire to learn an individual would not
continue their studies or take advantage of their education. She explained that no matter
how much she wanted her daughter to graduate from college and have a professional
career, its out of her hands. Her daughter is no longer at an age where her mother can tell
her what to do or how to think. At this point in her life, her daughter must decide what
she will work toward and how much effort she will put forth. Most participants shared
this belief.
Regardless of the factors parents believed were most important for success, the
general value of education was of utmost significance. All spoke of a better life, filled
with opportunities as their reason for migrating to the United States. While most of the
parents did not have children before migrating, the birth of their first child gave them a
new perspective on education. Only one participant had an older child who was currently
attending a university, but all parents spoke of their expectation of their children going to

71
college and having a professional career. Consequently, most parents felt that while they
were unable to leave their children a large inheritance, the one thing they had the ability
to give them was a good education.
Mary Mazas explains this by sharing what her husband instills in their daughter,
“…no le voy a dejar casa, ni dinero en el banco, ni cosas así… el estudio le voy a
dejar pa ella – nadie se lo va a quitar dice….los dos pensamos así, porque el
estudio nadien te lo quita. Lo que tú aprendes, nadie te lo quita. Y, es lo mejor que
uno le puede dejar a los hijos, el estudio. En cambio, si les dejamos bienes….pos,
cualquier les quita eso y entonces se quedan sin nada.”
[I’m not going to leave her a home, or money in the bank, or things of that nature.
I’m going to leave her with her studies, no one will be able to take that away.
Both of us think this, because your studies no one can take from you. What you
learn, no one can take from you. And its the best thing that one can leave their
children. On the other hand, if we leave them material things anyone can take
them away and they will be left with nothing.]

In summary, it is clear that the initial expectation the participants held for their
children were college degrees and stable professions. Specific data connected to the
findings regarding parent expectations are discussed below wherein two overarching
themes arose. The first theme addresses parents’ beliefs regarding the roles of parents.
The second theme addresses parents’ expectations of their middle school children.
Expectations
The most frequent sentiment that arose when discussing the expectations of
parents’ was the belief regarding the importance of a strong relationship between parents’
and their children. Several of the participants discussed that a significant difference from
elementary school was that, in middle school, children needed their parents’ guidance
more so than ever, even though they believed they already knew it all.
Mary Mazas explained that,

72
“…así como le digo, en esta edad, ellos piensan que ya saben todo. Me dice, ‘Oh,
ya me lo dijiste, ya lo se.’ Pero, le digo: “Aunque te enojes a veces, yo siempre
tengo que decirte las cosas varias veces…”
[like I told you, at this age, adolescents think that they know it all. My daughter
tells me, oh, yeah, you already told me, I already know. But I tell her: Even if you
get upset, I will always have to tell you certain things numerous times…]

As participants provided explamples of the support they believed parents should
provide, three participants expressed concern about the possible negative influence of
their children’s friends. These parents feared that friends would derail their children’s
academic success. Alena Lemus speaks to this,
“Como madre yo le guio y espero que ella todo el tiempo se fije en las amistades
que agarra…. ella debe de fijarse que no se vaya con, compañeras que la vayan a
descarrilar.”
[As a mother I guide her and expect that at all times she pays attention to the
friends she makes…she must pay attention that she does not go with peers that may
derail her.]

While peers were a concern to half of the parents, all parents suggested that one of their
responsibilities was to be aware of their children’s friends. They felt strongly that,
although friends were important to their children, parents should discourage any
unhealthy friendships regardless of the tension it might create with their child.
When directly asked, overwhelmingly, participants expressed a confident belief that
children’s academic success was in large part was attributed to parents’ involvement in
their children’s academic and personal life.
“Como padres tenemos el papel de ayudarlos que no pasen los mismos obstáculos,
ni tengan la misma vida que uno pasó, más que nada; hacer las cosas más fácil para
ellos y orientarlos.”
[As parents we have the responsibility to help them, not endure the same obstacles
or have the same life that we endured, most importantly help make things easier for
them and guide them.]

73
This sentiment, expressed by Jessica Perez, was a common theme as it related to the
participants‘ expectation that parents and their personal struggles served as a driving
force for their children to desire and strive for a better life. Four of the participants also
expressed their belief that parents had the responsibility to set an example of hard work,
sacrifice, curiosity and most importantly a desire for a good education. They felt that a
child who witnessed their parent accomplish a goal had a deeper understanding of hard
work and perseverance.
All participants strongly believed that their individual goals inspired their children
as their children were afforded the opportunity to witness their parents set goals, strive to
reach them, and at times even overcome obstacles. Most importantly parents’ believed
that witnessing them set and work toward goals showed their children that even adults
have a desire to gain new knowledge, and strive for more regardless of their age.
Geraldine Larita explained,
“Ya cuando él ve que la mamá más o menos llegó a su meta, entonces va a decir:
‘Si mi mamá ya siendo adulta, tiene metas también; yo también tengo que fijarme
metas….”
[when he sees that his mom reached her goal, then he will say: “If my mom as an
adult, has goals, I too should set goals.]

The most important expectation participants beleived parents should have was a great
interest in their children’s education. All participants believed the more interest parents
had in their children’s education, the more effort and interest children would exert in their
academic success. Many shared Victoria Arriaga’s belief that,
“si un adolescente no tiene el 100% de apoyo de su padre, entonces dicen, ellos
mismos; ¿de qué sirve que haga bien en la escuela, si a mi madre no le importa ni le
interesa nada de lo que hago?”

74
[if an adolescent does not have 100% support from his parents, then they say,
what’s the point of doing well in school, if my mother doesn’t care and is not
interested in anything I do?]

The various expectations described thus far, were believed to be the key factors for
academic success. These expectations clearly stem from and influence the individual
participants set for their own children. In the following section, parents speak directly
about these expectations and the manner they convey them.
When asked about the expectations participants held for their children, they shared
the desire for them to have a college degree and a professional career. Although only two
participants discussed college and future plans with their children, all participants agreed
that their emphasis on academics was because of their expectation that their child attend a
university. Parents of students performing above average, discussed their expectation for
their children to maintain the grades they have been earning thus far. In addition, the
parents of average performing students along with one parent whose child was a B
student expressed their expectation for their children to improve their grades. In
explaining why parents expected their children to maintain their current grades or raise
them, nearly all participants agreed with Jessica Perez when she explained,
“….pues porque a él le gusta estudiar, le gusta prepararse. Si no le gustaria estudiar
y viera yo que no le pone mucha importancia a la escuela, allí yo diría, no, pues,
definitivamente no va a lograr lo que quiere.”
[… well because he likes to study, he likes to prepare himself. If he did not like to
study and I noticed, that, I would say, no, he will definitely not achieve what he
desires.]

All parents shared the common understanding that their children had the capacity to do
well, however some observed the need for them to put more effort into their school work.

75
Parents felt strongly with regard to their children’s peers, especially as their
children transition to high school. While only two of the participants expressed a fear for
high school and how this transition would impact their children’s academic performance,
all parents spoke of their concern with the friendships their children would engage in.
Most participants hoped their children would find peers that shared similar values, goals
and aspirations. Several participants provided distinct examples of their current
involvement and knowledge of their children’s friends. Four out of the six participants,
across student academic levels, shared experiences where they were compelled to have
their children end a friendship, causing great tension with their child. Most participants
shared in Jessica Perez’s experience of when she shared a piece of advice with her son
regarding friends.
Jessica Perez explains:
“… le digo, tú tienes que separar cosas de tu mente: la escuela y la novia, y las
amistades que vas a tener, tus compañeros, y la diversión. Primero está la escuela.
Tú si mezclas la escuela, y el noviazgo, y las diversiones de adolescentes, vas a
perder todo lo que has ganado… No quiero que me mezcles las cosas, no tires
todo lo que hemos logrado…..Yo te quiero ver un triunfador, yo te quiero ver
profesionista más que nada, porque todo lo que hemos hecho hasta ahorita tiene
que tener recompensa.”
[I tell him you have to separate things in your mind: school, the girlfriend, the
acquaintances you will have, your peers, and fun. School is first. If you mix
school, the girlfriend, and adolesent diversions, you will lose all you have
gained….I dont want you to mix these things up, do not throw away what we
have acomplished… I want to see you be a successul person, I want to see you as
a professional, and the main reason for that is because of all we have done thus
far.]

Victoria Arriaga also contributed to this expectation by explaining that there are three
types of education, the one you get at home, on the streets, and at school. The more
parents are involved in all three, the more they can control what their children learn.

76
Although all participants held high expectations of their children’s education and
the choices they make in the future, parents shared the manner in which they
communicate their expectations in their answers to various interview questions. When
directly asked how the participants communicated their expectations, the participants
began their responses by saying, “Well, like I have already told you.” What the
participants were referring to was their constant communication with their child. For this
question participants reiterated the significance their involvement, attention, academic
recognition, personal goals and struggles had on influencing and setting the expectations
they currently hold for their child. Despite the high expectations all parents held, it was
evident that not all parents spoke to their children about their future beyond high school.
While only two participants expressed talking to their children about college, asking them
questions about it and offering advice, the remaining four participants shared a common
understanding with Mary Mazas as she explained that currently conversations with her 8
th

grade daughter mostly revolve around her transition to high school. As most of the
middle school students in this study are the oldest children, high school is the most
pertinent topic. Many of the participants agreed that with all the unknowns regarding high
school, the questions currently asked were related to high school. Although only two
participants spoke to their childen about their future plans beyond high school, four of the
participants were aware of the future career their child desired.
In summary, all participants expected their children to one day pursue a college
education and expressed the ways they communicated this to their children. Whether the
expectations were conveyed through explicit conversations or parents’ actions, parents

77
were certain their children not only understood them, but also understood how to meet
the expectations. The discussions regarding conversations about the future, surrounded
their children’s education and college trajectory as most participants acknowledged the
career paths their children expressed required a college degree. It was clear that the
expectations particpants expressed all encompassed the desire for their children to have
the ability to attain academic success. When discussing aspirations participants held for
their children, a college degree along with a professional career were at the frontline of
their responses. In the following section these aspirations are examined.
Aspirations
The last topic addressing parents’ beliefs considered two variables. The first
looked at aspirations participants held for their children. The second examined the
influence parents believed these aspirations had on their children’s goals and academic
success. Since all participants expected their children to accomplish a college degree, the
majority agreed their expectations were a result of their children’s past, present, and
future academic performance. It is no surprise that when asked about hopes and dreams
for their children, all participants expressed aspirations that mirrored their expectations.
All participants hoped their children would get a college degree and a professional career.
Victoria Arriaga gave an example of the advice she offered her son that describes her
aspirations for him as a professional,
“….a veces yo veo a los muchachos que van con sus carritos de paletas y yo no
digo que sea deshonroso hacer ese trabajo ‘pero eso no lo quiero para ti. Tu
naciste aqui y no quiero que vayas a lavar baños a Mcdonalds, no quiero que estés
detrás de un mostrador’. Todo trabajo es digno, pero tu puedes hacer mas. Eres
ciudadano. Yo sueño verte como un professional, una persona del bien con una
education. Quiero que le eches muchas ganas para lograr ser alguien en la vida.”

78
[… sometimes I see young men with their ice cream carts and I don’t think it’s a
disgraceful job, but that is not what I want for you. You were born here and I
don’t what you to wash bathrooms at McDonalds, I don’t want you behind a
counter. All jobs have dignity, but you can do more. You are a United States
citizen. I dream of one day seeing you as a well-educated professional. I want you
to work hard to be someone in life.]

While the expectations and aspirations participants held were similar, the only
difference between them, was that most of them understood their children would
ultimately make their own decisions and choices in life. Participants acknowlegded that
while they could have high expectations for their children, they could not impose these
expectations on them if they did not value or desire to work toward accomplishing them.
With aspirations, participants saw their expectations being the same as their children’s.
Despite the fact that all participants expected their children to complete a college
degree when aspirations were examined, two participants expressed that if in fact their
children did not pursue a college degree, they hoped they at least pursue a technical
training. The common aspirations all participants held for their children were a college
degree, and a professional career.
In the discussion of aspirations, participants were asked to express their beliefs
about the influence they percieved their expectations had on their children’s goals. The
majority strongly believed parents’ aspirations greatly infleunced their children’s goals.
Four of the participants discussed the manner in which their advice, their confidence in
their children, along with the values they instilled influenced their children’s goals. These
participants explained that as their children felt the support and confidence their parents
had in them they were encouraged and motivated to have the efficacy and self esteem to
accomplish all their goals. They also described their value of a good education and the

79
pride they felt when their child brought home high marks. This encouraged their children
to set personal and academic goals. Geraldine Larita speaks to this by explaning that she
instilleed in her son the importance of an education and that without one his opportunities
are limited.
She states:
“Como madre le enseñado que la educación es muy importante porque no hay
otro cosa… no hay otro paso para que lleve a una persona a un nivel de vida
mejor que la educación. Sabiendo esto le ayuda a pensar y ponerse metas para su
futuro.”
[As a mother I have taught him that an education is very important because there
is no other thing… no other step that can take a person to a higher level of a better
life, than an education. Knowing this helps him think and set goals for his future.]

Two of the participants also beleived that their financial, work, language, educational and
legal struggles also contributed to their children’s goals for a better life.
Overall, it was clear that for most of the participants, their aspirations greatly
mirrored their expectations. Participants believed the values they instilled, the struggles
their children witnessed, along with the expectations their parents held all had a direct
influence in their children’s current academic success, goals, and aspirations.
Conclusion

In summary, data revealed that Latino parents held a great value for education
along with the benefits it provides. Though not all parents were raised in an environment
that emphasized academic pursuit, most parents would have chosen to continue their
education, given the opportunity. Most parents in this study understood the importance of
an education in the expectations and aspirations they held for their children.

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More than the values parents held, participants believed their expectations and
aspirations greatly influenced the goals their children set, along with their academic
motivation to be successful. Parents held the common expectation that after high school
their children would pursue a college degree and obtain a professional career. They
discussed parents’ responsibilities in motivating and encouraging their children’s
academic success. Many believed that parental support, communication, and involvement
in their children’s academic and social life were key factors in academic motivation and
success.
While parent expectations greatly mirrored the aspirations parents held for their
children, they acknowledged the significant influence aspirations had on their children’s
goals, academic motivation, and success. Most parents held the belief that
communicating aspirations through advice, allowing their children to witness their
personal struggles, as well as praising their children’s potential and academic progress
motivated and encouraged their children to set high academic goals and put forth effort in
their academic success. Nonetheless, parents firmly believed that along with their
aspirations, their value of an education and the expectations they set for their children
ultimately influenced their children’s future goals, as they understood the purpose of an
education and all the opportunities it provides.

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Chapter 5: Discussion
The purpose of this study is to gain a better understanding of Latino parents’
beliefs regarding their middle school children’s academic motivation. The expectation is
this research will inform all stakeholders serving this population and influence their
practice. To achieve this Latino parents’ beliefs of their middle school children’s
academic motivation were examined, looking at three primary areas: parents’ values,
expectations, and aspirations. Also considering the influence these variables have on
students’ academic motivation. In analyzing the data, several findings closely mirrored
existing research.
Nevertheless, one finding that did not mirror existing research was parents’
positive influence on student’s academic progress. All parents interviewed understood
the importance of an education and through their values, expectations and aspirations
instilled in their children, high academic standards evident in their children’s academic
progress. This finding greatly contradicted educational deficit thinking where immigrant
parents are blamed for their children's academic shortcomings and are not seen in
promoting academic success. While findings of the current study did not support
contemporary deficit beliefs, various factors must be considered. Apart from being an
extremely complex process, students were not part of the conversation to provide their
perspective and what the findings of this study did confirm is the need parents have for
more strategies to best support their children.

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General Findings

Findings addressing the middle school experience, students’ motivation, parents’
beliefs and the influence these constructs have on students’ academic motivation are
discussed below. A discussion of how these findings compare to existing research is also
provided. Throughout the course of the study, the unique lens of parents’ beliefs were
essential to understanding the ways in which findings support or diverge from existing
research.
Middle School Experience
Research on the middle school experience suggests that during the middle school
years, students begin to make and commit to their decisions, seek independence, and are
in search of their own self-identity (Santrock, 2008). As a result, Crosnoe and Trinitapoli
(2008) and Lerner, Boyd, and Du (2008) conclude that during this developmental period
adolescents need access to a range of guided experiences and long-term support from
adults. Findings have also proven the importance of guidance and support during this
time since childhood years provide numerous hours of interaction with parents, peers and
teachers. However, during adolescence these interactions change as students experience
an increase in internal conflicts that require opportunities to discuss and practice
necessary coping and cognitive skills (Santrock, 2008).
Findings in the current study supported many conclusions made by researchers.
The interviewed parents revealed that they were in sync with several developmental
needs of their middle school children. With respect to the guidance needed in the middle
school years, parent’s understood the critical role they played in guiding and supporting

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their children’s academic success. Parents’ also explained that while their children did
not always welcome their advice, they strongly believed they needed to be actively
involved in their academic and social lives. Research validates these findings as Alfaro et
al., (2006) identified parental involvement as critical to student’s motivation,
engagement, self-efficacy and attribution since parents are the only support system most
adolescents can depend on for their success. Plunkett and Bamaca-Gomez (2003) also
found that parental monitoring, support and help with school, were associated with higher
educational aspirations and increased motivational behaviors. Martinez, DeGarmo and
Eddy (2004) extended the importance of parental influence during the middle school
years by concluding that academic encouragement by parents, peers and school staff
served as strong predictors of school success.
In relation to peers, parents’ believed they could negatively influence their
children’s priorities and derail their educational goals. As a result all participants spoke
of their active involvement in their children’s academic and social life. Parents expressed
their interest in not only knowing who their children’s friends were but also setting a
clear expectation of qualities their children’s peers should possess. It was this belief that
directed parents in discouraging and ending unhealthy friendships. Research confirms
parents’ beliefs that peers influence student’s academic engagement, persistence, and
academic success. Gonzalez and Padilla (1997) concluded that peer support is associated
with students’ greater value of and engagement in school. Researchers also found that
students with high quality peer support across middle school demonstrate increased
leadership, sociability and self-efficacy (Berndt & Keefe, 1996). Finally, Berndt and

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Keefe (1996) also found that adolescents, who experience positive friendships displayed
greater pro-social behaviors, had high self-esteem, and a better attitude toward school.
In summary, parents’ beliefs regarding their guidance and support of their
children is supported by research. Parents also addressed distinct developmental needs
researchers have highlighted as key variables during the middle school years. Providing a
strong and consistent support system along with active involvement proves to influence
student’s academic success. In addition, Garmezy (1985) found, in order to safeguard
middle school students from the lack of academic or interpersonal success, four variables
are needed: a strong self-efficacy, family cohesion, low environmental stressors and
parental support systems. The developmental needs the interviewees addressed and the
guidance they describe clearly contradict contemporary educational deficit thinking as
parents demonstrate not only an understanding but an effort in providing their children
the necessary support they need to be successful.
Students’ Motivation
Research suggests that motivation requires physical and mental activities geared
toward attaining individual goals (Schunk, Pintrich & Meece, 2008). Motivational
processes such as self-efficacy, attributions, interest and goals have also proven to help
sustain an individual’s persistence (Mayer, 2008; Pintrich & Schunk, 2002; Skinner,
Zimmer-Gembeck & Connell, 1998; Urdan & Schoenfelder, 2006). Researchers have
found that students who believe they have the necessary knowledge and ability to do well
are more likely to be motivated in terms of effort (Bandura, 1997; Eccles et al., 1998;
Pintrich & Schunk, 2002). Pintrich and Schunk (2002) along with Skinner, Zimmer-

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Gembeck and Connell (1998) also found that students who believe they have more
personal control of their own learning, behavior and success or failure are more likely to
do well and achieve at higher levels than students who do not feel in control.
Parents in the current study spoke intently about their responsibility to encourage
their children to do well academically. The majority of the parents held a strong belief
that their children were bright students with the capability to accomplish any goal they
set. Those parents who hoped their children would improve academically associated
academic struggles to their child’s lack of effort. These parents along with the majority
consistently advised their children to try their best, ask questions, and stay after class, all
actions that speak to the external effort students exert in their daily learning. Aside from
offering advice, parents also expressed the consistent encouragement they provide their
children in their academic achievement. Most of the parents spoke to the high academic
standards their children set for themselves and their constant strides to go above and
beyond the average. Even the participant who shared that her son was not performing to
his potential highlighted the evidence teachers provided showing his lack of effort.
The above findings closely align to what researchers have found--when people
expect to do well, they tend to try hard, persist and perform better academically (Pintrich,
2003a; Pintrich & Schunk, 2002; Schunk, 1995). Researchers have also found that
students who believe they have the necessary knowledge and ability are more likely to be
motivated in terms of persistence, and behavior (Bandura, 1997; Eccles et al., 1998;
Pintrich & Schunk, 2002). Nevertheless, it is clear that while the participants may
encourage their children, it only adds to the pre-existing self-efficacy students’ possess.

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Researchers conclude that while learning activities must be student initiated motivational
processes such as self-efficacy, attributions, interest and goals help sustain their
persistence (Mayer, 2008; Pintrich & Schunk, 2002; Skinner, Zimmer-Gembeck &
Connell, 1998; Urdan & Schoenfelder, 2006).
As researchers have identified--goals in learning influence student’s interest and
motivational drive (Pintrich, 2003; Schunk et al., 2008). Schunk et al. (2008) contributed
to the importance of student goals by concluding that goal attainment conveys to students
they possess the requisite capabilities for learning and as a result these beliefs can
motivate students to set new goals. The parents found goals as an important topic of
discussion, as most of them believed that without them learning was not productive.
Parents often times attributed their children’s setting of goals to the goals they have
shared and allowed their children to witness them accomplish. Parents believed that
watching them set goals, persist at them and accomplish them, encouraged their children
to set and accomplish their own goals. Although existing research on parents’ goals and
their influence on their children’s goal setting is relatively scarce, most participants spoke
of this relationship and felt they continuously witnessed their influence on their children.
In summary, parents’ beliefs regarding motivation, effort and goals closely mirror
findings’ researchers have presented. Effort is a critical variable in students motivation
and achievement as researchers have found that students who believe they have more
personal control of their own learning outcomes are more likely to do well and achieve at
higher levels as well as sustain their motivation (Pintrich & Schunk, 2002; Skinner,
Zimmer-Gembeck & Connell,1998). As Mayer (2008) also concluded, if students believe

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effort makes a difference in academic success or failures, they are more likely to put forth
effort. Participants and researchers also suggest that setting and accomplishing goals,
contribute to student’s self-efficacy by conveying the message that they possess the
capabilities for learning and accomplishing goals. Thus, as Mayer (2008) confirmed,
motivation is an internal state that initiates and maintains goal-directed actions. While
deficit thinking argues that parents do not provide their children the skills necessary to
succeed academically, the beliefs parents interviewed described contradict deficit
thinking. The parents interviewed saw the value in goal setting, perseverance and the
importance of serving as models for their own children’s desire to set and accomplish
goals. These parents strived to provide their children the best support, guidance and
modeling to enable them to have the skills and confidence to succeed academically.
Parents’ Values
Researchers have found that minority parents recognize education as a vehicle for
upward mobility and value formal education as a means of personal fulfillment
(Delgado-Gaitan and Trueba 1991). This pursuit of upward mobility impacts parental
beliefs and attitudes towards the importance of education, and the educational aspirations
they set for their children (Spera et al. 2009). In the current study, all parents regardless
of their personal educational attainment placed great value in education. Research
suggests parents viewed education as the single factor that would help their children
become self-sufficient and prepared to compete in society. Parents’ also expressed their
value in education as they explained that while they would not be able to leave a large
inheritance for their children, providing them a good education would take its place.

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Studies examining the influence of family beliefs on student’s achievement found
that values were likely to be influenced by earlier patterns of personal and student
achievement (Goldenberg et al. 2001). Ceballo (2004) also concluded that parents’
educational background similarly shapes parents’ beliefs and values regarding education
as well as drives the quality of their interaction and expectations of their children
(Schunk, et al. 2008). The current findings are supported by existing research as one of
the most often shared experiences was parents’ regret of not being able to pursue their
education. Most parents in retrospect would have liked the opportunity to complete their
education to provide their children and themselves a better life. Personal experiences
such as these, gave parents a different perspective on the value of education. This
perspective also guided the way parents instilled and conveyed their personal value of
education in their children.
Similarly, Crosnoe (2001) suggests that if parents show a strong value for academic
achievement, their children are motivated to try harder in school to gain attention,
respect, and other validation from their parents. Rutchick, Smyth, Lopoo, and Dusek,
(2009) found that when parents spend time discussing education with their children, they
reveal their values and express the belief that their children have the ability to succeed
academically. The values revealed through these interactions provide additional
confidence, motivation and high expectations for students (Rutchick et al. 2009). It is
clear in the interview findings that all parents maintained an open communication with
their children and are actively involved in their children’s education. Parents strongly
believe their responsibility is to encourage, support, and guide their children’s academic

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success. Most parents spoke about encouraging their children by rewarding academic
success, praising hard work, acknowledging improvement and setting high expectations.
Support and guidance were provided through active involvement in school and their
children’s personal life by attending school meetings, talking with teachers, knowing
their children’s peers, asking their children questions about school, offering advise, as
well as seeking out information and resources to best support their children.
In summary, parents’ values and their influence on their children’s academic
success and motivation closely mirror existing research. Parents’ values, prove to
influence students personal values, their work ethic, and their persistence at a task. While
some researchers suggest that only high educational attainment influences parents’ values
and expectations, the current study demonstrated that while only two of the six parents
completed high school or a technical career, all participants held a great value for
education and the opportunities it could provide them in the future. The current study also
revealed ways in which parents communicate their values. A few of these involve explicit
conversations but most values are conveyed through parent involvement, guidance,
support, encouragement and modeling good behavior. These indirect, symbolic ways also
resemble the way expectations are conveyed. In the following section parents’
expectations are discussed, along with the manner in which these expectations are
communicated, instilled and their influence on student’s academic success.

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Parents’ Expectations
Researchers have concluded that family is one of the most important factors that
help students develop attitudes and perceptions about expectation, motivation and interest
(Mapp, 2003). Patrikakou (1996) also found that when students perceive that their parents
expect them to perform well in school, they in turn expect higher educational attainment
from themselves. These findings support current research as parents hold the belief they
are responsible for not only setting examples for their children but also developing a
strong relationship with them. The relationship all parents’ described mentioned explicit
interest in their children’s education, as they believed this interest would influence their
children’s effort in learning.
Researchers have found that children’s perceptions of parental support predicted
their expectations for their own educational achievement (Trusty, 1998). Trusty (2000)
also found that parental attendance at extra-curricular activities, helping with homework,
and involvement in school activities predicted the persistence of individual high
expectations. Hao and Bonstead-Bruns (1998) contributed to this discussion by
expressing that parent-child interactions in learning activities, is an important mechanism
through which parents' educational expectations are transmitted and reinforced.
In the current study, parents’ discussed the influence they believed their values
and involvement had on their children’s own expectations and academic success. Most
parents believed that their personal struggles and obstacles served as the driving force for
their children to aspire for more out of life. They also believed that these experiences
helped their children understand the expectations they held for them and therefore

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encouraged them to set high expectations for themselves. With regards to their
involvement in their children’s academic and social lives, parents’ felt well informed of,
who they were friends with, how they were doing in school, and if they were actively
selecting and applying for high school. With this constant communication parents
believed that their involvement and interest clearly conveyed their expectations to their
children.
Although the parents never expressed their expectations fluctuated, Goldenberg et
al. (2001) found that parental expectations have the potential to fluctuate as they are
influenced by variations in children's academic performance. Rutchick et al. (2009)
suggested the fluctuation in parental expectations by explaining that behavioral problems
could be considered as inhibiting factors in a child’s ability to succeed academically and
adjust their expectations accordingly (Mcleod & Kaiser, 2004). Although Goldenberg et
al. (2001) found that children's achievement and parents' expectations began as unrelated
in Kindergarten, over the course of the elementary grades parents' expectations became
increasingly linked to how well children perform in school.
Nevertheless, while researchers have concluded that children’s academic
performance and behaviors can influence expectations, parents did not speak to this.
While it could be assumed that parents of C average students would have different
expectations for their children than parents of A and B students, the current study did not
provide evidence of this as all parents expected their children to attend a university and
obtain a professional career. A possible explanation for this is that parents of C students
do not view their children’s current academic performance as the only indicator of the

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child’s academic ability. These parents have great confidence in their children’s ability
and potential with additional support, tutoring, and personal effort. They may also believe
that their children have time to improve academically and gauge their potential of
improving on past academic growth.
In summary all parents in the current study held high expectations for their
children. They believed their children would graduate college and obtain a professional
degree. They shared their belief that parental expectations influence the expectations their
children set for themselves. This may be related to the fact that researchers have
concluded that higher parental expectations for children are associated with a greater
likelihood of attending college (Hossler & Stage, 1992), better school attendance (Kurdek
& Sinclair, 1988), and better academic performance (Fehrmann, Keith, & Reimers, 1987;
Gill & Reynolds, 1999). Thus, findings in the current study closely mirror most of the
existing research regarding the manner parents’ expectations influence their student’s
academic success.
Parent’s Aspirations
In analyzing existing research on aspirations, researchers have found that Latino
parents see formal schooling as a positive benefit for their children, and they aspire for
their children to attain the highest levels possible (Delgado-Gaitan, & Trueba, 1991;
Goldenberg & Gallimore, 1995; Trueba & Delgado-Gaitan, 1991). This finding
supported the expectations and aspiration all the parents shared. All parents aspired for
their children to one-day graduate college and obtain a professional career. Thus, there
was no difference between parents’ aspirations and their expectations. In further

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discussion of aspirations, parents explained the direct influence they believed their
aspirations had on their children’s academic success and goals. Scott-Jones (1995)
confirmed the influence, as parental aspirations for their children’s educational
attainment were particularly important predictors of children’s academic achievement.
Researchers also found that parental aspirations for their children’s educational
attainment are significantly related to their children’s setting of academic goals,
persistence in school, course enrollment, intellectual accomplishments, and attendance of
college (Bronstein et al. 2005; Wigfield 1993).
Bandura, Barbaranelli, Caprara, and Pastorelli (1996) also confirmed that parent’s
educational aspirations greatly influenced children's beliefs in their own academic
efficacy and raised their personal aspirations. These beliefs and aspirations, in turn, also
contribute to their academic achievement (Bandura et al. 1996). Majority of the parents
interviewed expressed their belief that their advice, confidence in their children, and the
values they instilled directly influence their children’s goals. Parents associated this to the
manner in which their support and confidence encouraged and motivated their children to
have the self-efficacy to accomplish their goals.
In summary, while research suggests that both expectations and aspirations affect
students academic success and goals, parents acknowledged this influence as they have
experienced and witnessed first hand the manner in which their aspirations and
expectation influence their children. Regardless of their children’s current or past
academic performance, parents’ expectations and aspirations did not waiver. One
possible explanation for this could be the values they instill, the struggles their children

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witness and the confidence parents have in their children’s desire to achieve a better life.
Many parents shared examples of aspirations their children have which involve one day
living a better life, attending college, and in some way or another helping their parents
experience the life they wish they could have provided.
In summary, this discussion made connections between research surrounding the
middle school experience, motivation and the reciprocal relationship between parent
beliefs, values, expectations, aspirations and student success. Both the existing literature
and the current study provide evidence that explains how parents’ beliefs influence
middle school children’s academic success and personal goals.
The current study suggested that parents express their commitment and support
for education with an array of nonverbal and explicit behaviors that are influenced by the
values, expectations and aspirations parents have for their children. Parent involvement
and active participation in their children’s education were also imperative variables
parents described as key during the middle school years as well as in motivating and
supporting students’ throughout their educational careers. These findings similarly
contradict educational deficit thinking as parents interviewed discussed their constant
effort to provide their children the necessary support and guidance to develop and sustain
motivational qualities with the goal that their children were academically successful and
prepared for the future.
Research Sub Question
In an effort to examine parental beliefs regarding motivation, this study also
considered whether parental beliefs differed based on the academic achievement of their

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students. Analyzing the interview responses and comparing responses among student’s
academic levels, there were no evident differences in parent responses. A possible reason
for this could be the active participation of parents across student’s academic levels. The
parents’ interviewed invested a lot of time and effort in their children’s academic and
social life. Their participation included seeking out academic tutors for their children,
consistent school visits and communication with their teachers. This factor contributed to
the common expectations and aspirations parents expressed regardless of their child’s
academic level as parents helped their children stay afloat academically with additional
support and guidance.
Implications and Recommendations for Practice
The primary goal of this research was to better inform middle school stakeholders
about a segment of the population of Latino parents they serve. The hope is that the
findings may be taken into consideration as part of the overall planning and delivery of
services provided to parents by schools, principals, and teachers. How the components of
the middle school experience, student’s motivation, parental values, expectations and
aspirations are communicated or reinforced is the focus of these recommendations. While
much of the data supported and reinforced current educational practices, there was
evidence of room for increased awareness and/or changes to the existing model. Changes
or enhancements to existing practices are recommended in the areas of parent training,
resources available and timeframes for information provided. The presentation of these

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recommendations is grouped along the main constructs considered in this study: middle
school experience, student motivation and parents’ beliefs influences on academic
success.
Understanding the Middle School Years
Overwhelmingly, the participants expressed a general sentiment that children
need great guidance and support. This was particularly true for middle school children
who want to be independent of their parents and seek their own identity. However,
parents discussed a few areas where increased awareness and attention by teachers and
school staff may have a positive impact. One of the primary areas to be considered lies in
the importance of communicating the value of adults in providing guided experiences and
long-term support for middle school students. Specifically, attention to the individual
stories and perspectives of each student and parent can help create an environment where
all feel respected and valued for their individual worth.
Staff training and professional development programs for school staffs may be a
good place to review how these sentiments can be integrated in interactions during the
school day. Parents too could benefit from workshops that help them better communicate
with their children as well as a brainstorm of age appropriate, current topics to address
with their children. In addition to highlighting the value of guiding middle school
students, parents may also consider how their involvement in school can reinforce their
healthy relationship with their children. In planning and executing workshops, parents
should play a critical role in providing their perspective, their personal experience and

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sharing parenting practices they find effective. Teachers and administrators should
directly involve and utilize parents in learning from them and having them teach other
parents.
As was discovered in this study, parent involvement was critical for student’s
success as parents were involved in their children’s academic and social life. To the
extent possible, schools could provide opportunities for parents and their children to
interact on both academic and social levels. The annual student lead conferences JM
middle school holds is a good example of this, as each student takes their parent to each
one of their classes and takes the opportunity to showcase their work and explain how
they are doing based using a portfolio they develop for each class as evidence. While this
could be a start, providing similar opportunities more frequently could influence parent
involvement.
Beyond addressing the nature of the relationships between parents and students, it
is recommended that school principals, teachers and educational stakeholders include the
fostering of positive relationships between student-parents and faculty. Since the
presence of supporting relationships between student-parents and faculty were frequently
discussed in students academic success and motivation.
Developing and Sustaining Motivation
Understanding the influence parents’ and teachers’ support have during the
middle school years is valuable, however it is crucial for parents and educational
stakeholders to continue to be aware of other ways in which they may be able to assist in
supporting and sustaining student’s motivation and academic success. The participants

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identified effort, goals and the desire to learn as important variables in student’s academic
success. Frustration was expressed with the level of difficulty of the content their children
are learning along with academic challenges they are facing and the impact theses
experiences have on student’s self-efficacy and confidence. Providing additional
academic support to students and also communicating with parents the content being
learned and possible ways to support their children provides a solid foundation for
students to be successful and maintain the self-efficacy and willingness to put forth effort
to perform.
Beyond the one-on-one interactions between students, parents and staff, it is
advised that current practices be amended to better address key factors highlighted by the
participants and existing literature. Effort is identified as a critical variable that can make
students work harder, but it is recommended that teachers and parents encourage students
to see the rewards of their effort. All of the participants including those with children
with C grades held a strong belief their children had the intellectual capacity to overcome
academic challenges and the only factor missing was the effort they put forth in learning.
Helping parents and teachers reinforce effort and see academic performance through the
perspective of effort rather than ability can help students as researchers suggest achieve
academically. One potential way for parents and teachers to incorporate this finding
would be during student lead conferences with parents as well as conferencing time with
teachers. Encouraging students to reflect on time and effort dedicated to an assignment
can help students associate their performance with effort.

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One of the struggles many of the participants also discussed was not being able to
support their children academically. Research suggests helping students gain confidence,
self-efficacy and personal control over their learning can influence academic success and
motivation. Incorporating classes and workshops with effective parenting strategies to
help develop these skills in their children would benefit both parents and their children’s
self-efficacy. Enhancing parent-student relationships could also impact students’
perception of their parents’ role in their education. Students could view their parents as
advocates who are on their side rather then as adults who direct their actions. This
understanding can benefit parents in their effort to instill positive values, expectations
and aspirations as their children would be more receptive and welcoming to their
involvement and advice.
Communicating Parental Beliefs
The final area of recommendation for middle school parents and middle school
academic stakeholders addresses the issue of facilitating the communication of parents’
academic values, expectations and aspirations. One recommendation that was made in
conjunction with addressing the explicit and symbolic communication of these beliefs has
implications for academic stakeholder. Stakeholders can help parents learn of new
parenting practices to best communicate their values, expectations and aspirations along
with increasing their involvement with their middle school adolescents. Providing
knowledge of these practices could also include information on personal changes students
experience during middle school. Such knowledge could enhance the student-parent and

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teacher relationship as developmental needs would be understood and taken into
consideration when working with this population.
Additionally, as middle school students and parents progress through their
education, curriculum should incorporate information about selecting a high school,
college preparation, and career planning, along with appropriate time lines. This
information could help facilitate transitioning the abstract ideas surrounding high school,
college and career into more concrete plans. Providing this information to parents and
students may help parents feel more capable of guiding their children as well as proving
them the tools to help in the process their children will encounter as they strive to meet
their parents’ expectation and aspirations. It could also enhance the interaction between
students and parents as parental involvement would look different with the knowledge
parents acquire. Educational values parents’ hold would also become more evident
through their active involvement.
It was clear participants perceived some value in the resources provided by
schools and teachers and most of them felt they could always branch out and look for
additional support or resources needed. However, the participants also shed light on some
areas where an increased level of awareness or minor changes to curriculum could have
the potential to positively impact student-parent reinforcement of their values,
expectations and aspirations.
Attention to communicating an encouraging, caring, supportive environment for
students where the needs and beliefs of parents are valued and reinforced is a critical
component that should be embedded in staff and curricular elements in middle schools. In

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addition, incorporating other programming in order to address the specific challenges
students and parents face in their transition to middle school and high school can address
parent support, and student’s academic success and resiliency.
Limitations and Delimitations
This research revealed data that can better inform some of the existing practices
of distinct middle school stakeholders. Nonetheless, there are several limitations or
delimitations of the study. Some of these are inherent based on the design of the study
and others became apparent through the course of the data collection.
As qualitative research that featured semi-structured interviews, there are
fundamental limitations that exist. Patton (2002) discusses that interview data limitations
include the possibility of the impact of the emotional state of the interviewee at the time
of the interview. In addition, data provided by the interviewee may be inaccurate or
adapted due to their reaction to the interviewer, a self-serving bias or recall error (Patton,
2002).
An additional limitation in selecting the participants was evident in the use of
surveys that required self-reported information, which may have impacted the results of
who was invited to participate in the interviews. The sample for this study was drawn
from the population of parents who attended parent conference night. Parents who
attended not only demonstrated interest in their children’s academic progress but may
have also seen a connection to a university at the USC booth and decided to participate.
Without a direct university connection, parents may have been more reluctant to
complete a survey or participate in the interviews.

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Although the goal of this study was to add to the understanding of Latino parents’
beliefs regarding their middle school children’s motivation, issues of generalizability will
be relevant due to the nature and size of the sample. Further to this point, research for this
study was completed with a sample population from small middle school located in the
inner city. As such, this delimitation may have contributed to the responses received in a
way that might differ for a population parents from dissimilar middle school setting (i.e.,
a rural community). Another potential limitation to this study involved the timing of the
data collection, which took place during the fall term. Given the application process and
timeline for applying to high schools, parents and students were concerned with making
the correct choice and their attention and mindset was focused on the transition to high
school.
There are also delimitations that are inherent based on the methodology selected.
Purposeful criterion sampling will be employed in this study to narrow the population
(Patton, 2002). The present study will also be bound to a narrow scope in researching
Latino parents of middle school students and not a diverse population of parents. This
study will not use a quantitative approach as the research questions seek to understand the
beliefs and explicit needs of Latino parents. In the literature reviewed socio-economic
status, acculturation, gender and family composition (i.e two parent vs. single parent)
were not reviewed, as these variables will not be directly considered in the study’s
research questions. Further some of these variables will already be accounted for in the
purposeful sampling of the parents selected to interview.

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Recommendations for Future Research
Utilizing a qualitative analysis, this study addressed a gap in the existing research
regarding the Latino middle school parent. Going forward, the findings in this study point
to a need for additional qualitative and quantitative research with parent populations.
There is a need for additional data that addresses the constructs from parents’ point of
view, the point of view from middle school personnel that interact with students and
parents and the student’s individual point of view. Based on the findings in the current
study, as well as its limitations, recommendations for future research in the areas of
parent perceptions and the perceptions of others follow.
Parent Beliefs

This study aimed to provide an in-depth look into Latino parents’ beliefs
regarding their middle school children’s motivation. A longitudinal study would be able
to further explore these voices in an effort to better understand how these beliefs may
change over time. Following a cohort of parents from the time their children enter
elementary school through their children’s matriculation in and out of high school would
provide a perspective on the changing nature of values, expectations and aspirations.
Using a quantitative analysis, practitioners may benefit from surveying the entire parent
population at a given middle school or from several middle schools. This would help
establish the extent of the specificity of the sentiments found herein to this particular
group of parents. A smaller scale qualitative study of participants across different
demographics is warranted as well.

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Perceptions of Others
While this study solely focused on the perceptions of Latino parents’ future
research should examine the perspectives of academic stakeholders. Research that looks
at the perceptions of these individuals alone as well as in tandem with the students they
evaluate is warranted. Simultaneously investigating the perspectives of the students and
the academic personnel they interact with would provide a holistic picture and contribute
significantly to better understanding the nature of these relationships and their impact on
student’s academic success.
Conclusion
This study revealed several findings that are consistent with existing research. As
it pertains to parents’ beliefs about their middle school children’s academic motivation, it
was shown that parents’ beliefs are instilled in various explicit and implicit ways. These
beliefs in various ways also influence children’s academic motivation. Nonetheless,
parents generally expressed an understanding of the influence their beliefs have on their
children. Without using research to support their beliefs or involvement parents saw a
connection between their actions, advice, beliefs and their children’s academic success.
The most significant finding in this study was that parents felt strongest about the
value of education they instill in their children. It was in the context of the life parents are
currently able to offer their children that they acknowledged a good education as a means
to a better life and as the one legacy they believed they could leave their children. The
findings regarding the nature of parents’ expectations and aspirations were also revealing.
All participants’ expectations mirrored their aspirations. Children’s academic struggles or

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lack of performance did not influence or cause parents’ expectations or aspirations to
waiver. This may explain, in part, parents’ active involvement in their children’s
academic and social life regardless of the grades their children earn.
The findings in this study validate the continued need to utilize various forms of
research in order to truly understand parents. The qualitative analysis used provided an in
depth picture of parents’ beliefs and experiences that could not be fully grasped through a
quantitative measure. It is the hope that middle school stakeholders will utilize the
information this study reveals to the extent, which it is possible in balancing and
addressing the needs of students, academic stakeholders, and each individual parent they
serve in an effort to improve Latino students’ academic achievement.

106
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Appendix A: Survey

122

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Appendix B: Interview Protocol

Session 1: Develop Rapport, General Motivation & Attribution

1. Tell me about yourself and things important in your life?
Cuenteme acerca de usted y de cosas importantes en su vida
a. Where were you born?
¿Dònde nacio?
b. What is your occupation?
¿Cual es su ocupaciòn?

2. Tell me about your family
Cuenteme acerca de su familia

3. Tell me about your educational background
Cuenteme de su historia educative
a. What importance did your parents give education?
¿Que importancia dieron sus padres a la educaciòn?
b. How far did you go in your education?
¿Què tan lejos llego en su educaciòn?
c. Would you have liked to go further? Why or why not? What stopped you?
¿Le hubiera gustado ir màs lejos? Porquè si o porquè no? ¿Què lo detuvo?

4. Tell me about your middle school child’s educational background?
Cuenteme acerca de la historia educative de su hijo(a) en la escuela intermedia

5. What is your definition of success?
Cual es su definiciòn de exito?
a. What does it mean to be successful?
¿Que es ser exitoso?
i. Why do you think that is success?
¿Por que piensa usted que eso es exito?

6. What is your role in helping your child achieve success as you define it?
¿Cuàl es su papel en ayudar a su hijo(a) lograr exito como usted lo define?
a. If you could do more, what are some things you would do, to help your
child achieve success?
¿Si tuviera la capacidad de hacer mas, cuáles son algunas cosas que
hiciera para ayudar a su hijo(a) lograr exito?

7. What qualities do students need in middle school to be successful?
¿Què cualidades necesitan estudiantes para ser èxitosos en la escuela intermedia?
a. Would you describe your child as a successful student? Why or why not?

124
¿Decribirìa a su hijo(a) como un estudiante èxitoso(a)? ¿Porquè si o
porquè no?

8. What role do you feel parents’ play in developing the successful qualities you
previously mentioned?
¿Cuál es el papel de los padres en ayudar a sus hijos a desarrollar las cualidades
de éxito que usted acaba de mencionar?

9. How important do you think the desire to learn and effort is for success? How do
you know?
¿Què tan importante piensa usted que es el deseo de aprender y el esfuerzo para
lograr èxito? ¿Como lo sabe?
a. In your opinion, where do you believe student’s desire to learn comes
from?
En su opinion, ¿de donde nace el deseo de aprender?
b. How do parents influence their children's desire to learn?
¿Como influyen los padres en el deseo de aprender de sus hijos?

10. In your opinion what resources or information would help you better support your
child’s success in middle school?
En su opinion, ¿qué recursos o información le ayudarian apoyar mejor el éxito de
su hijo en la escuela intermedia?
a. Where should this information come from?
¿De dónde deberia venir esta informaciòn?

Session 2: Values, Expectations and Aspirations

1. How important do you think education is?
¿Que tan importante piensa usted que es la educaciòn?

2. Do you talk to your child about school?
¿Habla usted con su hijo(a) de la educaciòn en la actualidad?
a. What do you talk about?
¿Acerca de què hablan?
b. What questions do you ask?
¿Que preguntas le hace?
c. What advise do you give them?
¿Què consejos le da?

3. Do you talk to your child about their plans after high school?
¿Habla usted con su hijo(a) de cuales son sus planes despues de la secundaria?
a. What do you talk about?
¿Acerca de què hablan?

125
b. What questions do you ask?
¿Que preguntas le hace?
c. What advise do you give them?
¿Què consejos le da?

4. In a perfect world, with no obstacles or barriers what educational hopes do you
have for your child?
En un mundo perfecto, sin obstáculos ni barreras, ¿qué esperanzas tiene usted
para su hijo(a)?
a. Do you believe the educational hopes you have for your child influence
his/her own educational goals? Why or why not?
¿Cree que las esperanzas educativos que usted tiene para su hijo(a) influye
las metas que su hijo(a) se propone para si mismo? ¿Porquè si o porquè
no?
b. What do you hope your child does after high school? Why?
¿Qué desea usted que su hijo(a) haga después de la secundaria? ¿Porquè?

5. As things currently stand with your child academically, what do you expect for
your child’s educational future?
Segun como esta su hijo(a) en sus estudios, ¿que espera que su hijo(a) logre en la
educaciòn?
a. Why do you expect that?
¿Porquè espera eso?
b. How do you communicate your educational expectations to your child?
¿Cómo le comunica sus expectativas sobre la educaciòn a su hijo(a)?

126
Appendix C: Consent Form

University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR NON-MEDICAL
RESEARCH

A qualitative analysis on Latino parents’ beliefs regarding their middle school
child’s motivation

PURPOSE OF THE STUDY
The purpose of this study is to gain a better understanding of Latino parents’ beliefs
regarding their middle school children’s motivation. This study will look at how parents’
beliefs about motivation may influence their involvement and how parent involvement
influences student’s motivation and academic achievement. This research may present
data that can provide a more meaningful understanding of Latino parents thinking as well
as Latino student’s achievement. Participation is voluntary.

PARTICIPANT INVOLVEMENT
If you agree to participate, you will be asked to complete a demographic survey. The
survey is anticipated to take no more than 10 minutes to complete. You may also be
asked to participate in four one-hour interviews. The interviews will be tape recorded
with your permission. Your relationship with the school will not be affected whether or
not you participate in the study.

CONFIDENTIALITY
A false name (pseudonym) will be assigned to your responses, in order to protect your
identity. Your name, address or other identifiable information will not be included in the
final report.

The members of the research team and the University of Southern California’s Human
Subjects Protection Program (HSPP) may access the data. The HSPP reviews and
monitors research studies to protect the rights and welfare of research subjects. No one in
the school will have access to your responses.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please contact Wendy Correa,
Principal Investigator. She can be reached by phone at (323) 573-3053 or via email at
wcorrea@usc.edu.

127

IRB CONTACT INFORMATION
University Park IRB, Office of the Vice Provost for Research Advancement, Stonier
Hall, Room 224a, Los Angeles, CA 90089-1146, (213) 821-5272 or upirb@usc.edu

128
Universidad del Sur de California
Escuela de Educaciòn Rossier
3470 Trousdale Parkway
Los Angeles, CA 90089

Un análisis cualitativo de las creencias de padres Latinos sobre la motivación de sus
hijos en la escuela intermedia

PROPÓSITO DEL ESTUDIO
El propósito de este estudio es obtener una mejor comprensión de las creencias de padres
Latinos con respecto a la motivación de sus hijos en la escuela intermedia. Este estudio
examinará cómo creencias que tienen padres sobre la motivación pueden influir su
participación y cómo la participación de los padres influye la motivación y el rendimiento
académico de alumnos. Esta investigación presentar datos que pueden proporcionar una
comprensión más significativa del pensamiento de padres Latinos y tambien del
rendimiento académico de estudiantes Latinos. La participación en esta investigaciòn es
voluntaria.

PARTICIPACIÓN DE LOS PARTICIPANTES
Si usted acepta participar en este estudio, se le pedirá completar una encuesta
demográfica. La encuesta se anticipa que durará no más de 10 minutos en completar.
También se le puede solicitar a participar en cuatro entrevistas de una hora cada una. Las
entrevistas serán grabadas con su permiso. Su relación con la escuela no sera afectada si o
no usted participar en este estudio.

CONFIDENCIALIDAD
Un nombre falso (seudónimo) se le asignará a sus respuestas, con el fin de proteger su
identidad. Su nombre, dirección o información identificable no serán incluidos en el
informe final.

Los miembros del equipo de investigación y de la Universidad del Sur de California
Sujetos Humanos Programa de Protección (HSPP) pueden tener acceso a los datos de la
investigaciòn. El HSPP revisa y controla los estudios de investigación para proteger los
derechos y el bienestar de personas en la investigación. Nadie en la escuela tendrá acceso
a sus respuestas.

INFORMACIÓN / DATOS
HOJA DE INVESTIGACION NO MÉDICA
(Hoja de Padres)

129
INFORMACIÓN DE CONTACTO DEL INVESTIGADOR

Si tiene alguna pregunta o preocupaciòn sobre la investigaciòn, por favor contacte a
Wendy Correa, Investigadora Principal. Ella podrà ser localizada al telèfono (323) 573-
3053 o por correo electrònico a wcorrea@usc.edu.

OFICINA DE JUNTA DE REVISION INSTITUCIONAL INFORMACIÓN DE
CONTACTO

University Park IRB, Oficina del Vice Presidente del Adelanto de Investigaciones,
Stonier Hall, Room 224a, Los Angeles, CA 90089-1146, (213) 821-5272 or
upirb@usc.edu

Abstract (if available)

Abstract As data shows, Latinos are the largest ethnic group in public schools, yet their educational attainment falls well below most other racial groups in the United States (President’s Advisory Commission on Educational Excellence for Hispanic Americans, 2002). Under considerable pressure to address the achievement gap, government and educational institutions are constantly seeking out ways to influence outcomes for Latino students. According to the literature, the middle school years initiate student’s academic downward spiral. Adolescents during this time are influenced by numerous internal and external factors that can influence academic achievement and motivation. One of these factors is a strong support system that places great emphasis on parents. Thus, this study aimed to address parents’ beliefs of their children’s motivation during the middle school years. ❧ This study was qualitative in nature and helped provide a deeper understanding of parents’ beliefs through a perspective that had yet to be fully examined or considered. Through a qualitative lens, this study contributed to the limited research on Latino parents by exploring the beliefs they have regarding their children’s academic motivation. To examine beliefs, parents’ values, expectations and aspirations were considered. The study involved two interview sessions with six families of 8th grade students. ❧ Findings from the current study showed that parents regardless of their educational background value education as a means for upward mobility and professional success. Parents also revealed they held the highest expectations and aspirations for their children. All parents expected and hoped that their children would one-day graduate college and have a professional career. Finally, all respondents agreed that their most pressing concern was high school selection, and their lack of knowledge in making this decision. Parents also identified distinct resources and information they believe could benefit them in guiding, advising, and supporting their children in meeting their expectations and aspirations.

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Asset Metadata

Creator Correa, Wendy Vanneza (author)

Core Title A qualitative analysis on Latino parents' beliefs regarding their middle school child's motivation

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/04/2012

Defense Date 03/29/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Latino parents,middle school,Motivation,OAI-PMH Harvest,parental beliefs

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Jimenez y West, Ilda (committee member), Rueda, Robert (committee member)

Creator Email wvc2196@lausd.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-28562

Unique identifier UC11289323

Identifier usctheses-c3-28562 (legacy record id)

Legacy Identifier etd-CorreaWend-746.pdf

Dmrecord 28562

Document Type Dissertation

Rights Correa, Wendy Vanneza

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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 a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA