Cultivating engagement with Latino children and families: Examining practices at a community school

References

• Arias, M. B. (2017). Parent and community involvement in bilingual and multicultural education. In W. E. Wright, S. Boun, & O. Garcia’s (Eds.), The handbook of bilingual and multilingual education (1st ed., pp. 343–355).
   Google Scholar
• Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. School Community Journal, 19(1), 9–32.
   Google Scholar
• Auerbach, S. (2011). Learning from Latino families. Educational Leadership, 68(8), 16–21.
   Web of Science ®Google Scholar
• Auerbach, S. (2012). Conceptualizing leadership for authentic partnerships. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 29–51). New York, NY: Routledge.
   Google Scholar
• Betters-Bubon, J. J., & Schultz, J. W. (2018). School counselors as social justice leaders: An innovative school-family-community partnership with Latino students and families. Professional School Counseling, 21(1b), 1–11.
   Google Scholar
• Biag, M., & Castrechini, S. (2016). Coordinated strategies to help the whole child: Examining the contributions of full service-community schools. Journal of Education for Students Placed at Risk (JESPAR), 21(3), 157–173. doi:10.1080/10824669.2016.1172231
   Web of Science ®Google Scholar
• Bloomberg, L., Ganey, A., Alba, V., Quintero, G., & Alcantara, L. A. (2003). Chicano-Latino youth leadership institute: An asset-based program for youth. American Journal of Health Behavior, 27(SUPPL. 1).
   PubMedGoogle Scholar
• Boutte, G. S. (2012). Urban schools: Challenges and possibilities for early childhood and elementary education. Urban Education, 47(2), 515–550. doi:10.1177/0042085911429583
   Web of Science ®Google Scholar
• Boutte, G. S., & Johnson, G. L. (2014). Community and family involvement in urban schools. In H. R. Milner IV & K. Lomotey’s (Eds.), Handbook of urban education (pp. 167187). New York, NY: Routledge.
   Google Scholar
• Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–207.
   Web of Science ®Google Scholar
• Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage.
   Google Scholar
• Center for Popular Democracy. (2016). Community schools: Transforming struggling schools into thriving schools.
   Google Scholar
• Chen, M. E., Alvin Anderson, J., & Watkins, L. (2016). Parent perceptions of connectedness in a full service community school project. Journal of Child & Family Studies, 25, 2268–2278. doi:10.1007/s10826-016-0398-5
   Web of Science ®Google Scholar
• Coalition for Community Schools. (2015a). Community schools: An essential equity strategy.
   Google Scholar
• Coalition for Community Schools. (2015b). A framework for more and better learning through community school partnerships.
   Google Scholar
• Coalition for Community Schools. (2017). Community schools: A whole-child framework for school improvement. Institute for Educational Leadership.
   Google Scholar
• Cummins, J. (2007). Language interactions in the classroom: From coercive to collaborative relations of power. In O. Garcia & C. Baker (Eds.), Bilingual education and bilingualism (pp. 108–136). Bristol, UK: Multilingual Matters.
   Google Scholar
• Davidson, K., & Case, M. (2018). Building trust, elevating voices, and sharing power in family partnership. Phi Delta Kappan, 99(6), 49–53. doi:10.1177/0031721718762423
   Web of Science ®Google Scholar
• Delgado-Gaitán, C. (2004). Involving Latino families in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Delgado-Gaitán, C. (2012). Culture, literacy, and power in family–Community–School–Relationships. Theory into Practice, 51(4), 305–311. doi:10.1080/00405841.2012.726060
   Web of Science ®Google Scholar
• Eggers-Piérola, C. (2005). Connections and commitments: A Latino-based framework for early childhood educators. Portsmouth, NH: Heineman.
   Google Scholar
• Fehrer, K., & Leos-Urbel, J. (2016). “We’re one team”: Examining community school implementation strategies in Oakland. Education Sciences, 6(26), 1–24. doi:10.3390/educsci6030026
   Google Scholar
• FitzGerald, A. M. (2013). Why and how do Latino parents get involved in their children’s education? A test of Hoover-Dempsey and Sandler’s model with middle school parents in a community school (Doctoral dissertation). Retrieved from https://preserve.lehigh.edu/etd/1484/
   Google Scholar
• FitzGerald, A. M., & Quiñones, S. (2018a). Conditions and leadership practices facilitating Latino family engagement. Journal of Leadership and Policy in Schools. doi:10.1080/15700763.2018.1453938
   Google Scholar
• FitzGerald, A. M., & Quiñones, S. (2018b). The community school coordinator: Leader and professional capital builder. Journal of Professional Capital and Community, 3, 272–286. doi:10.1108/JPCC-02-2018-0008
   Web of Science ®Google Scholar
• Fránquiz, M. E., Salazar, M. D. C., & DeNicolo, C. P. (2011). Challenging majoritarian tales: Portraits of bilingual teachers deconstructing deficit views of bilingual learners. Bilingual Research Journal, 34(3), 279–300. doi:10.1080/15235882.2011.625884
   Google Scholar
• Fullan, M., Quinn, J., & McEachen, J. J. (2018). Deep learning: Engage the world change the world. New York, NY: Corwin.
   Google Scholar
• Galindo, C., Sanders, M., & Abel, Y. (2017). Transforming educational experiences in low income communities: A qualitative case study of social capital in a full-service community school. American Educational Research Journal, 54(1S), 140S–163S. doi:10.3102/0002831216676571
   Google Scholar
• Gándara, P. (2017). The potential and promise of Latino students. American Educator, 41(1), 4–11.
   Google Scholar
• Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313–324. doi:10.1080/1363243032000112801
   Google Scholar
• Heers, M., Van Klaveren, C., Groot, W., & van Den Brink, M. H. (2016). Community schools: What we know and what we need to know. Review of Educational Research, 86(4), 1016–1051. doi:10.3102/0034654315627365
   Web of Science ®Google Scholar
• Hill, N. E., & Torres, K. (2010). Negotiating the American dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools. Journal of Social Issues, 66(1), 95–112. doi:10.1111/josi.2010.66.issue-1
   Web of Science ®Google Scholar
• Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., II, Cameon Williams, D. M., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 1–33.
   Web of Science ®Google Scholar
• Jasis, P. M., & Ordoñez-Jasis, R. (2012). Latino parent involvement examining commitment and empowerment in schools. Urban Education, 47(1), 65–89. doi:10.1177/0042085911416013
   Web of Science ®Google Scholar
• Jenkins, D., & Duffy, M. (2016). Community schools in practice: Research on implementation and impact. Philadelphia: Pennsylvania Clearinghouse for Education Research.
   Google Scholar
• Jeynes, W. H. (2016). A meta-analysis: The relationship between parental involvement and Latino student outcomes. Education and Urban Society, 1–25.
   Web of Science ®Google Scholar
• Jiménez-Castellanos, O., Ochoa, A. M., & Olivos, E. M. (2016). Operationalizing transformative parent engagement in Latino school communities: A case study. Journal of Latino/Latin American Studies, 8(1), 93–107. doi:10.18085/1549-9502-8.1.93
   Google Scholar
• Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Mangual Figueroa, A., Baquedano-López, P., & Leyva-Cutler, B. (2014). La cosecha/the harvest: Sustainable models of school-community engagement at a bilingual program. Bilingual Research Journal, 37(1), 43–63. doi:10.1080/15235882.2014.893932
   Google Scholar
• Mascall, B., Leithwood, K., Straus, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214–228. doi:10.1108/09578230810863271
   Google Scholar
• Masumoto, M., & Brown-Welty, S. (2009). Case study of leadership practices and school-community interrelationships in high-performing, high-poverty, rural California high schools. Journal of Research in Rural Education, 24(9).
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miller, P., Wills, N., & Scanlan, M. (2013). Educational leadership on the social frontier: Developing promise neighborhoods in urban and trival settings. Education Administration Quarterly, 49(4), 543–575. doi:10.1177/0013161X12471531
   Web of Science ®Google Scholar
• Olivos, E. M. (2012). Authentic engagement with bicultural parents and communities. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships (pp. 98–114). Abingdon-on-Thames, UK: Routledge.
   Google Scholar
• Olivos, E. M., Jiménez-Castellanos, O., & Ochoa, A. M. (2011). Bicultural parent engagement: Advocacy and empowerment. New York, NY: Teachers College.
   Google Scholar
• Quiñones, S., & Kiyama, J. (2014). Contra la corriente (Against the current): The role of Latino fathers in family-school engagement. School Community Journal, 24(1), 149–176.
   Google Scholar
• Ridings, J. W., Piedra, L. M., Capeles, J. C., Rodríguez, R., Freire, F., & Byoun, S. (2010). Building a Latino youth program: Using concept mapping to identify community-based strategies for success. Journal of Social Service Research, 37(1), 34–49. doi:10.1080/01488376.2011.524514
   Web of Science ®Google Scholar
• Rodríguez, C., Martínez, M., & Valle, F. (2015). Latino educational leadership across the pipeline: For Latino communities and Latina/o leaders. Journal of Hispanics in Higher Education, 1–18.
   Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Sanders, M. (2015). Leadership, partnerships, and organizational development: Exploring components of effectiveness in three full-service community schools. School Effectiveness and School Improvement, 27(2), 157–177. doi:10.1080/09243453.2015.1030432
   Web of Science ®Google Scholar
• Sanders, M. G. (2003). Community involvement in schools: From concept to practice. Education and Urban Society, 35(2), 161–180. doi:10.1177/0013124502239390
   Web of Science ®Google Scholar
• Sanders, M. G. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin.
   Google Scholar
• Scanlan, M., & López, F. (2012). ¡Vamos! How school leaders promote equity and excellence for bilingual students. Educational Administration Quarterly, 48(4), 583–625. doi:10.1177/0013161X11436270
   Web of Science ®Google Scholar
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28. doi:10.3102/0013189X030003023
   Google Scholar
• Stefanski, A., Valli, L., & Jacobson, R. (2016). Beyond involvement and engagement: The role of the family in school-community partnerships. School Community Journal, 26(2), 135–160.
   Google Scholar
• Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257–271. doi:10.3200/JOER.102.4.257-271
   Web of Science ®Google Scholar
• Valli, L., Stefanski, A., & Jacobson, R. (2014). Leadership in school-community partnerships. Procedia-Social and Behavioral Sciences, 141, 110–114. doi:10.1016/j.sbspro.2014.05.020
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
   Google Scholar