References
- Altschul, I. (2011). Parental involvement and the academic achievement of Mexican American youths: what kinds of involvement in youths’ education matter most? Social Work Research, 35(3), 159–170. doi:10.1093/swr/35.3.159
- Alvarez, C. L., (2010). Familial negotiation of the Latina college choice process: An exploration of how parents and their daughters obtain and utilize information to navigate the process. Enrollment Management Journal: Student Access, Finance, and Success in Higher Education, 4(4), 57–80.
- Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559.
- Bell, D. A. Jr, (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. doi:10.2307/1340546
- Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. doi:10.1007/s11256-005-0018-y
- Ceballo, R. (2004). From barrios to Yale: The role of parenting strategies in Latina/o families. Hispanic Journal of Behavioral Sciences, 26(2), 171–186. doi:10.1177/0739986304264572
- Ceballo, R., Maurizi, L. K., Suarez, G. A., & Aretakis, M. T. (2014). Gift and sacrifice: Parental involvement in Latina/o adolescents’ education. Cultural Diversity and Ethnic Minority Psychology, 20(1), 116–127. doi:10.1037/a0033472
- Ceja, M. (2006). Understanding the role of parents and siblings as information sources in the college choice process of Chicana students. Journal of College Student Development, 47(1), 87–104. doi:10.1353/csd.2006.0003
- Chlup, D. T., Gonzalez, E. M., Gonzalez, J. E., Aldape, H. F., Guerra, M., Lagunas, B., … Zorn, D. R. (2018). Nuestros Hijos van a la Universidad [Our sons and daughters are going to college]: Latina parents’ perceptions and experiences related to building college readiness, college knowledge, and college access for their student—A qualitative analysis. Journal of Hispanic Higher Education, 17(1), 20–40. doi:10.1177/1538192716652501
- Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students’ success. School Psychology Quarterly, 7(3), 178–206. doi:10.1037/h0088259
- Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. United States: Sage Publications.
- Creswell, J. W., Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. United States: SAGE Publications.
- Delgado‐Gaitán, C. (1992). School Matters in the Mexican-American Home: Socializing Children to Education. American Educational Research Journal, 29(3), 495–513.
- Delgado‐Gaitán, C. (1994). Consejos: The power of cultural narrative. Anthropology and Education Quarterly, 25(3), 298–316.
- Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. United States.
- Epstein, J. L. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research: Literacy Through Family, Community, and School Interaction (Vol. 5, pp. 261–276). Greenwich, CT: JAI Press.
- Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A metanalysis. Educational Psychology Review, 13(1), 1–22. doi:10.1023/A:1009048817385
- Fay, B. (1987). Critical social science: Liberation and its limits. Ithaca, New York: Cornell University Press.
- Fernández, E., & Paredes Scribner, S. M. (2018). “Venimos Para Que se Oiga la Voz”: Activating community cultural wealth as parental educational leadership. Journal of Research on Leadership Education, 13(1), 59–78. doi:10.1177/1942775117744011
- Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany, NY: State University of New York Press.
- Hancock, D. R., & Algozzine, B. (2016). Doing case study research: A practical guide for beginning researchers. New York City: Teachers College Press.
- Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their student’s education? Review of Educational Research, 67(1), 3–42. doi:10.3102/00346543067001003
- Hoover-Dempsey, K. V., Walker, J. M., Jones, K. P., & Reed, R. P. (2002). Teachers involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18(7), 843–867. doi:10.1016/S0742-051X(02)00047-1
- Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority student’s academic achievement. Education and Urban Society, 35(2), 202–218. doi:10.1177/0013124502239392
- Jeynes, W. H. (2005). Parental involvement and student achievement: A meta-analysis. Family Involvement Research Digest, 9, 241–273.
- Jeynes, W. H. (2011). Parental involvement research: Moving to the next level. The School Community Journal, 21(1), 9–18.
- Kiyama, J. M. (2010). College aspirations and limitations: The role of educational ideologies and funds of knowledge in Mexican American families. American Educational Research Journal, 47(2), 330–356. [Mismatch] doi:10.3102/0002831209357468
- Kiyama, J. M. (2011). Family lessons and funds of knowledge: College-going paths in Mexican American Families. Journal of Latinos and Education, 10(1), 23–42. doi:10.1080/15348431.2011.531656
- Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International journal of qualitative studies in education, 11(1), 7–24. doi:10.1080/095183998236863
- Ladson-Billings, G. (2004). Just what is critical race theory and what’s it doing in a nice field like education? The Routledge Falmer reader in multicultural education (pp. 49–67).
- Lareau, A. (2009). Watching, waiting, and deciding when to intervene: Race, class, and the transmission of advantage. In The way class works (pp. 135–151). Routledge.
- Lareau, A. (2011). Unequal childhoods: Class, race, and family life. Oakland, California: University of California Press.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. California: Sage.
- López, G. R. (2003). Parent involvement as racialized performance. Counterpoints, 195, 71–95.
- Martinez, M. A. (2013). (Re) considering the role familismo plays in Latina/o high school students’ college choices. The High School Journal, 97(1), 21–40. doi:10.1353/hsj.2013.0019
- Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from” Case Study Research in Education.” San Francisco, CA: Jossey-Bass Publishers.
- Olivos, E. (2004). Tensions, contradictions, and resistance: An activist’s reflection of the struggles of Latino parents in the public school system. The High School Journal, 87(4), 25–35. doi:10.1353/hsj.2004.0012
- Park, S., & Holloway, S. D. (2013). No parent left behind predicting parental involvement in adolescents’ education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105–119. doi:10.1080/00220671.2012.667012
- Patton, L. D., Haynes, C. M., Harris, J. C., & Ivery, S. M. (2014). Perhaps the field of education isn’t so nice after all: A review essay and examination of critical race research in postsecondary contexts. NASAP Journal, 15(2), 135–148.
- Perez, P. A., & McDonough, P. M. (2008). Understanding Latina and Latina/o college choice: A social capital and chain migration analysis. Journal of Hispanic Higher Education, 7(3), 249–265.
- Ríos-Aguilar, C., & Kiyama, J. M. (2012). Funds of knowledge: An approach to studying Latina (o) students’ transition to college. Journal of Latina/o and Education, 11(1), 2–16.
- Ryan, S., & Ream, R. K. (2016). Variation across Hispanic immigrant generations in parent social capital, college-aligned actions, and four-year college enrollment. American Educational Research Journal, 53(4), 953–986. doi:10.3102/0002831216656395
- Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/107780040200800103
- Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58(5), 1348–1357. doi:10.2307/1130626
- Tierney, W. G. (1993). Building communities of difference: Higher education in the twenty-first century. Greenwood Publishing Group.
- Tierney, W. G. (2002). Parents and families in precollege preparation: The lack of connection between research and practice. Educational Policy, 16(4), 588–606. doi:10.1177/0895904802016004007
- Tierney, W. G., & Auerbach, S. (2005). Toward developing an untapped resource: The role of families in college preparation. In W. G. Tierney, Z. B. Corwin, & J. E. Colyar (Eds.), Preparing for college: Nine elements of effective outreach (pp. 29–48). Albany: State University of New York Press.
- Valdés, G. (2017). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York City: Teachers College Press.
- Valencia, R. R. (2002). “Mexican Americans don’t value education!” On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103. doi:10.1207/S1532771XJLE0102_2
- Yin, R. K. (2014). Case Study Design and Methods (p. 265).
- Yin, R. K. (2017). Case study research and applications: Design and methods. California: Sage publications.
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
- Zarate, M. E. (2007). Understanding Latina/o Parental Involvement in Education: Perceptions, Expectations, and Recommendations. Los Angeles: Tomás Rivera Policy Institute.