Advertisement

Intersectionality as a Framework for Understanding School Involvement and Advocacy Beliefs of Latina/o Families of Young Children

  • Tina M. DurandEmail author
Chapter

Abstract

Although the recent literature on parental involvement among Latina/o families has focused on cultural strengths, few studies have examined the school involvement beliefs and practices of Latina/o families who vary across demographic and sociocultural lines within the same school community. In this chapter, I use intersectionality as a theoretical and interpretive framework for examining the narratives of 12 Latina/o parents regarding their children’s education, involvement, and advocacy beliefs during the first years of formal schooling, using qualitative methods. Parents espoused the cultural value of educación and attributed supportive relationships as important sources of feeling welcome at school. Intersectional differences attributable to parents’ education, immigration history, and contextual circumstances emerged in parents’ perceptions of an “open-door” policy at school, and in the type of advocacy they employed on behalf of children. An intersectional approach to building solidarity with families is discussed in terms of its potential in facilitating a critical multicultural consciousness among teachers, and for establishing informed and authentic partnerships with Latina/o families.

Keywords

Latina/o school engagement Latina/o cultural beliefs Intersectionality 

References

  1. Alameda-Lawson, T. (2014). A pilot study of collective parent engagement and children’s academic achievement. Children & Schools, 36, 199–209.  https://doi.org/10.1093/cs/cdu019.CrossRefGoogle Scholar
  2. Auerbach, S. (2006). “If the student is good, let him fly:” Moral support for college among Latino families. Journal of Latinos and Education, 5, 275–292.  https://doi.org/10.1207/s1532771xjle0504_4.CrossRefGoogle Scholar
  3. Auerbach, S. (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York: Routledge.CrossRefGoogle Scholar
  4. Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26, 39–62.  https://doi.org/10.1016/j.childyouth.2003.11.002.CrossRefGoogle Scholar
  5. Bolívar, J., & Chrispeels, J. H. (2011). Enhancing parental leadership through building social and intellectual capital. American Educational Research Journal, 48, 4–38.  https://doi.org/10.3102/0002831210366466.CrossRefGoogle Scholar
  6. Cauce, A. M., & Domenech-Rodríguez, M. (2002). Latino families: Myths and realities. In J. M. Contreras, K. A. Kerns, & A. M. Neal-Barnett (Eds.), Latino children and families in the United States: Current research and future directions (pp. 1–25). Westport, CT: Praeger Publishers.Google Scholar
  7. Choo, H. Y., & Ferree, M. M. (2010). Practicing intersectionality in sociological research: A Critical analysis of inclusions, interactions, and institutions in the study of inequalities. Sociological Theory, 28, 129–148.  https://doi.org/10.1111/j.1467-9558.2010.01370.x.
  8. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques for developing grounded theory (3rd ed.). NY: Sage.CrossRefGoogle Scholar
  9. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1, 139–167.Google Scholar
  10. Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.  https://doi.org/10.2307/1229039.CrossRefGoogle Scholar
  11. Crozier, G. (2001). Excluded parents: The deracialization of parental involvement. Race, Ethnicity, and Education, 4, 329–341.  https://doi.org/10.1080/13613320120096643.CrossRefGoogle Scholar
  12. Cucchiara, M. B., & Horvat, E. M. (2009). Perils and promises: Middle-class parental involvement in urban schools. American Educational Research Journal, 46, 974–1004.  https://doi.org/10.3102/0002831209345791.
  13. Darder, A., & Torres, R. D. (2014). Latinos and education: A critical reader (2nd ed.). New York: Routledge.Google Scholar
  14. De Gaetano, Y. (2007). The role of culture in engaging Latino parents’ involvement in school. Urban Education, 42(2), 145–162.  https://doi.org/10.1177/0042085906296536.CrossRefGoogle Scholar
  15. Delgado Gaitan, C. (2004). Involving Latino families in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.Google Scholar
  16. Durand, T. M. (2010). Latina mothers school preparation activities and their relation to children’s literacy skills. Journal of Latinos and Education, 9, 207–222.  https://doi.org/10.1080/15348431003761182.CrossRefGoogle Scholar
  17. Durand, T. M. (2011a). Latino parental involvement in kindergarten: Findings from the early childhood longitudinal study. Hispanic Journal of Behavioral Sciences, 33, 469–489.  https://doi.org/10.1177/0739986311423077.CrossRefGoogle Scholar
  18. Durand, T. M. (2011b). Latina mothers’ cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. Urban Review, 43, 255–278.  https://doi.org/10.1007/s11256-010-0167-5.CrossRefGoogle Scholar
  19. Durand, T. M., & Perez, N. A. (2013). Continuity and variability in the parental involvement and advocacy beliefs of Latino families of young children: Finding the potential for a collective voice. School Community Journal, 23, 49–79.Google Scholar
  20. Durand, T.M., & Secakusuma, M. (in press). Negotiating the boundaries of parental school engagement: The role of social space and symbolic capital in urban teachers’ perspectives. Teachers College Record, 121(1).Google Scholar
  21. Epstein, J. L. (2011). School, family and community partnerships. Philadelphia, PA: Westview Press.Google Scholar
  22. Falicov, C. J. (2005). Mexican families. In M. McGoldrick, J. Giordano, & N. Garcia-Preto (Eds.), Ethnicity and family therapy (3rd ed., pp. 229–241). NY: The Guilford Press.Google Scholar
  23. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.  https://doi.org/10.1023/A:100904881.CrossRefGoogle Scholar
  24. Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 21, 196–212.  https://doi.org/10.1016/j.ecresq.2006.04.008.CrossRefGoogle Scholar
  25. Few-Demo, A. L. (2014). Intersectionality as the “new” critical approach in feminist family studies: Evolving racial/ethnic feminisms and critical race theories. Journal of Family Theory and Review, 6, 169–183.  https://doi.org/10.1111/jftr.12039.CrossRefGoogle Scholar
  26. Fine, M. (1993). [Ap]parent involvement: Reflections on parents, power, and urban public schools. Teachers College Record, 94, 683–710.Google Scholar
  27. Flores, A. (2017). How the U. S. Hispanic population is changing. Retrieved from Pew Research Center: http://www.pewresearch.org.
  28. Fuligni, A. J. (Ed.). (2007). Contesting stereotypes and creating identities: Social categories, social identities, and educational participation. New York: Russell Sage.Google Scholar
  29. Gallo, S., Wortham, S., & Bennett, I. (2015). Increasing “parent involvement” in the new Latino diaspora. In E. T. Hamann, S. Wortham, & E. G. Murillo (Eds.), Revisiting education in the new Latino diaspora (pp. 263–281). Charlotte, NC: Information Age Publishing.Google Scholar
  30. Goldenberg, C., & Gallimore, R. (1995). Immigrant Latino parents’ values and beliefs about their children’s education: Continuities and discontinuities across cultures and generations. Advances in Motivation and Achievement, 9, 183–228.Google Scholar
  31. Gonzaléz, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households and communities. Mahwah, NJ: Erlbaum.Google Scholar
  32. Halgunseth, L. C., Ispa, J. M., & Rudy, D. (2006). Parental control in Latino families: An integrated review. Child Development, 77, 1282–1297.  https://doi.org/10.1111/j.1467-8624.2006.00934.x.CrossRefGoogle Scholar
  33. Harwood, R., Leyendecker, B., Carlson, V., Asencio, M., & Miller, A. (2002). Parenting among Latino families in the U.S. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 4. Social and applied parenting (2nd ed., pp. 21–46). Mahwah, NJ: Erlbaum.Google Scholar
  34. Hernandez, D., Rana, S., Alemdar, M., Rao, A., & Usselman, M. (2016). Latino parents’ educational values and STEM beliefs. Journal for Multicultural Education, 10, 354–367.  https://doi.org/10.1108/JME-12-2015-0042.CrossRefGoogle Scholar
  35. Hill, N. E. & Torres, K. (2010). Negotiating the American Dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools. Journal of Social Issues, 66, 95–112. doi.org/ https://doi.org/10.1111/j.1540-4560.2009.01635.x.
  36. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.  https://doi.org/10.1037/a0015362.CrossRefPubMedCentralPubMedGoogle Scholar
  37. Holloway, S. D., Rambaud, M. F., Fuller, B., & Eggers-Piérola, C. (1995). What is “appropriate practice” at home and in child care? Low-income mothers’ views on preparing their children for school. Early Childhood Research Quarterly, 10, 451–473.  https://doi.org/10.1016/0885-2006(95)90016-0.CrossRefGoogle Scholar
  38. Hong, S. (2011). A cord of three strands: A new approach to parent engagement in school. Cambridge, MA: Harvard Educational Press.Google Scholar
  39. Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35, 202–218.  https://doi.org/10.1177/0013124502239392.CrossRefGoogle Scholar
  40. Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.  https://doi.org/10.1177/0042085906293818.CrossRefGoogle Scholar
  41. Jeynes, W. H. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112, 747–774.Google Scholar
  42. Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47, 706–742. doi.org/1077/0042085912445643.Google Scholar
  43. Jung, S., Fuller, B., & Galindo, C. (2012). Family functioning and early learning practices in immigrant homes. Child Development, 83, 1510–1526.  https://doi.org/10.1111/j.1467-8624.2012.01788.x.CrossRefGoogle Scholar
  44. Lansford, J. E., Deater-Deckard, K., & Bornstein, M. H. (Eds.). (2007). Immigrant families in contemporary society. NY: Guilford Press.Google Scholar
  45. Laosa, L. M. (1980). Maternal teaching strategies in Chicano and Anglo-American families: The influence of culture and education on maternal behavior. Child Development, 51, 759–765.  https://doi.org/10.1002/j.2333-8504.1980.tb01199.x.CrossRefGoogle Scholar
  46. Lareau, A. (2011). Unequal childhoods: Class, race, and family life. CA: University of California Press.Google Scholar
  47. Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193–218.  https://doi.org/10.3102/00028312043002193.CrossRefGoogle Scholar
  48. LeFevre, A. L., & Shaw, T. V. (2012). Latino parent involvement and school success: Longitudinal effects of formal and informal support. Education & Urban Society, 44, 707–723.  https://doi.org/10.1177/0013124511406719.CrossRefGoogle Scholar
  49. LeVine, R. A., LeVine, S. E., & Schnell, B. (2001). “Improve the women”: Mass schooling, female literacy, and worldwide social change. Harvard Educational Review, 71(1), 1–51.  https://doi.org/10.17763/haer.71.1.154550622x3225u7.CrossRefGoogle Scholar
  50. Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. The School Community Journal, 3, 35–64. doi:2003-07787-002.Google Scholar
  51. McWayne, C. M., Melzi, G., Limlingan, M. C., & Schick, A. (2016). Ecocultural patterns of family engagement among low-income Latino families of preschool children. Developmental Psychology, 52, 1088–1102.  https://doi.org/10.1037/a0040343.CrossRefPubMedCentralPubMedGoogle Scholar
  52. Murphey, D., Guzman, L., & Torres, A. (2014). America’s Hispanic children: Gaining ground, looking forward (Report No. 2014–38). Bethesda, MD: Child Trends.Google Scholar
  53. Nuñez, A. (2014). Employing multilevel intersectionality in education research: Latino identities, contexts, and college access. Educational Researcher, 43, 85–92.  https://doi.org/10.3102/0013189X14522320.CrossRefGoogle Scholar
  54. Olivos, E. M. (2012). Authentic engagement with bicultural parents and communities: The role of school leaders. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 98–114). New York: Routledge.Google Scholar
  55. Pérez Carreón, G. P., Drake, C., & Barton, A. C. (2005). The importance of presence: Immigrant parents’ school engagement experiences. American Educational Research Journal, 42, 465–498.  https://doi.org/10.3102/00028312042003465.CrossRefGoogle Scholar
  56. Ramirez, A. Y. (2008). Immigrant families and schools: The need for a better relationship. In T. Turner-Vorbeck & M. Miller Marsh (Eds.), Other kinds of families: Embracing diversity in schools (pp. 28–45). New York, NY: Teachers College Press.Google Scholar
  57. Roberts, D., & Jesudason, S. (2016). Movement intersectionality: The case of race, gender, disability, and genetic technologies. In M. L. Andersen & P. H. Collins (Eds.), Race, class, & gender: An anthology (9th ed., pp. 474–484). Boston, MA: Cengage Learning.Google Scholar
  58. Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 2, 334–340.  https://doi.org/10.1002/1098-240X(200008)23:4%3c334:AID-NUR9%3e3.0.CO;2-G.CrossRefGoogle Scholar
  59. Suárez-Orozco, M. M., & Páez, M. M. (Eds.). (2009). Latinos: Remaking America. Berkeley, CA: University of California Press.Google Scholar
  60. Turner-Vorbeck, T., & Miller March, M. (2008). Other kinds of families: Embracing diversity in schools. NY: Teachers College Press.Google Scholar
  61. Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102, 257–271.  https://doi.org/10.3200/JOER.102.4.257-271.CrossRefGoogle Scholar
  62. Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press.Google Scholar
  63. Valenzuela, A. (1999). Subtractive schooling. Albany, NY: State University of New York Press.Google Scholar
  64. Valenzuela, A. (2016). Growing critically conscious teachers: A social justice curriculum for educators of Latino/a youth. NY: Teachers College Press.Google Scholar
  65. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Department of Counseling and Applied Human DevelopmentBoston University Wheelock College of Education & Human DevelopmentBostonUSA

Personalised recommendations