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Academic Socialization of Young Black and Latino Children pp 121–139Cite as

Latino Families and Schools: Identifying Challenges and Highlighting Strengths to Support Children’s Early Learning

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Abstract

The present chapter focuses on low-income Latino families and their children within the context of the schools they attend in the USA. Latino children enter kindergarten with a range of academic and self-regulation skills , but parents and children can face multiple challenges navigating the educational context. The chapter explores risk factors (i.e., policies and demographics) experienced by low-income Latino families and how these factors shape their children’s experiences in school. It also focuses on the importance of foundational skills such as self-regulation for Latino children’s school success and interventions to promote these skills. The chapter then highlights the strengths these families bring to support their children’s early learning and educational experiences. Discussion focuses on ways that schools can capitalize on the strengths that Latino families bring to collaboratively support children’s academic achievement and educational equity.

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Notes

  1. 1.

    Different terms and definitions are used to identify children who are learning English or speak two languages. Some of these terms include dual-language learners , bilinguals, emergent bilinguals, English Learners (ELs), and/or English Language Learners (ELLs). The term ELL has a federal definition that carries accountability and funding implications in the K-12 school system. For the purpose of this chapter, English Language Learners (ELLs) are children who are in the process of learning English, and bilingual children are children who are fluent in both English and a second language .

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Author information

Authors and Affiliations

  1. School of Education, University of California, Irvine, 3359 Education Bldg., 92697, Irvine, CA, USA

    Guadalupe Díaz

  2. Human Development and Family Sciences, 125 Hallie E. Ford Center for Healthy Children and Families, Oregon State University, Corvallis, OR, 97331-8687, USA

    Megan M. McClelland

Authors
  1. Guadalupe Díaz
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  2. Megan M. McClelland
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Correspondence to Guadalupe Díaz .

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Editors and Affiliations

  1. Department of Psychology, University of Maryland, Baltimore County, Baltimore, MD, USA

    Susan Sonnenschein

  2. College of Education, Lehigh University, Bethlehem, PA, USA

    Brook E. Sawyer

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Díaz, G., McClelland, M.M. (2018). Latino Families and Schools: Identifying Challenges and Highlighting Strengths to Support Children’s Early Learning. In: Sonnenschein, S., Sawyer, B. (eds) Academic Socialization of Young Black and Latino Children. Springer, Cham. https://doi.org/10.1007/978-3-030-04486-2_6

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