Abstract
Parental involvement in schools has become more popular over the past decade due to Goals 2000 and research suggesting that student academic success increases when parents are included in the education of their children. Although researchers have examined the issue of parents and schools, limited research on parental involvement has been conducted within immigrant communities. Latino immigrant parents within a predominantly Latino community in California were interviewed. Although the community has strong Latino roots, these immigrant parents believed the schools do not listen or care to listen to their needs as parents. The parents in this study desired to be a part of their children's education, but forces within their children's school prevented them from doing so. The parents wished that teachers would be available to speak about grades, be able to find interpreters during open house and at other times throughout the school day, and communicate with the parents when their child is in need of assistance. Due to the apparent walls that had been established within the school's structure, the parents in this study felt abandoned and helpless while trying to gain information regarding their children's education. Parents in this study were so passionate about their stories that they pleaded with the researcher to let their story be heard in the researchers' teacher education courses so future teachers would know how immigrant parents felt.
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Ramirez, A.Y.F. Dismay and Disappointment: Parental Involvement of Latino Immigrant Parents. The Urban Review 35, 93–110 (2003). https://doi.org/10.1023/A:1023705511946
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DOI: https://doi.org/10.1023/A:1023705511946