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The Home-based Involvement Experiences of Low-income Latino Families with Preschoolers Transitioning to Kindergarten: Qualitative Findings

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Abstract

Given the limitations of research that mainly uses quantitative measures, often based on culturally-dominant middle-class notions of an “involved parent,” this study sought to gain an in-depth, qualitative understanding of how Latina mothers are involved at home in preparing their preschooler for kindergarten. We also examined barriers impacting their involvement. Using an interpretive methodological approach and a family resilience framework that privileges the stories and strengths of marginalized groups, we conducted in-depth interviews and observations with 17 Latina mothers of preschoolers in one suburban Head Start center. Despite having multiple risk factors, our study found that Latina mothers from low-income backgrounds were involved in multiple formal and informal in-home learning strategies that promoted their children’s cognitive and physical school readiness skills. Mothers engaged in direct teaching, promoting reading, embedding learning in daily activities, assessing knowledge and skills, and utilizing educational materials. They also identified barriers to home-based involvement: language and work barriers, rather than deficits in family cultures, limit families’ involvement. Contributing to the limited qualitative research with Latina mothers from low-income backgrounds who are parenting preschool-aged children enrolled in Head Start, our study highlights mothers’ resilience, detailing how mothers exhibited creativity, agency, and resourcefulness by using diverse strategies to support their children’s kindergarten readiness. These findings expand on demographic studies that emphasize risk factors and ignore resilient family practices among Latino families with preschoolers transitioning to kindergarten. Our findings further provide recommendations for how Head Start can continue to recognize and utilize Latina mothers’ efforts and expertise.

Highlights

  • Parental involvement has been positively linked to children’s education.

  • Researchers interviewed 17 Latina mothers of preschoolers in a suburban Head Start.

  • Mothers engaged in invisible in-home strategies to support children’s learning.

  • Findings detail Latina mothers’ resilience in supporting preschoolers’ transition.

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Change history

  • 29 September 2021

    The incorrect ORCID iD: 0000-0002-3634-0387 was removed.

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Acknowledgements

This material is based upon work that is supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under award number 600111793 000 793369, the University of Illinois Public Engagement Grant, and the University of Illinois Chancellor’s Public Engagement Grant. Members of the Ethnographic Research Lab in the Department of Human and Community Development at UIUC contributed to the initial phase of this research project, including bibliographic searches, literature reviews, Spanish-English transcriptions, and preliminary analyses. Azucena C. Lopez assisted with the Spanish-English translations. Members of the Diverse Families & School Readiness Lab in the Department of Educational Psychology at UIC, including Victoria Herr, Angelo Calero, and Charlie Lang, also contributed to this research project. Heather McLeer provided editorial assistance. We gratefully acknowledge the enthusiastic involvement of our participants and Hazelwood Head Start who made this study possible.

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  1. Department of Educational Psychology, University of Illinois at Chicago, 1040 W Harrison Street, Chicago, IL, 60607, USA

    Sarai Coba-Rodriguez

  2. Department of Special Education, University of Illinois at Chicago, Chicago, IL, USA

    Elizabeth Cambray-Engstrom

  3. Department of Human Development and Family Studies & African American Studies, University of Illinois at Urbana-Champaign, Urbana, IL, USA

    Robin L. Jarrett

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Correspondence to Sarai Coba-Rodriguez.

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Coba-Rodriguez, S., Cambray-Engstrom, E. & Jarrett, R.L. The Home-based Involvement Experiences of Low-income Latino Families with Preschoolers Transitioning to Kindergarten: Qualitative Findings. J Child Fam Stud 29, 2678–2696 (2020). https://doi.org/10.1007/s10826-020-01781-7

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