Latino parents and teachers: key players building neighborhood social capital

Abstract

This narrative study examines how Latino parents and teachers in the Boyle Heights/East Los Angeles community create and appropriate social capital to increase student achievement. Specifically, the study explores how parents and teachers participate in two community organizations to extend resources that have the potential to positively impact student success and promote social justice. This study further considers the notion of a strengths perspective to reveal the often-overlooked proactive nature of the Latino community and its impact on educational achievement. Through interviews, observations, and text analysis, a story emerges that demonstrates a collective narrative about beliefs, attitudes, and the motivation behind support efforts. Four central themes (Beyond Aspirational Support: A Focus on Academics, Taking Action: A Proactive Approach, Community: An Undeniable Influence, and Parallel Play) highlight the ways parents and teachers are actively engaged in behaviors that lead to student support networks.

Keywords:

• social/cultural capital
• community organizations
• narrative inquiry
• Latino/a parents and teachers