Realizing the American Dream: A Parent Education Program Designed to Increase Latino Family Engagement in Children’s Education

References

• Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents’ decision making. Journal of Educational Research, 100, 311–323. doi:10.3200/JOER.100.5.311-323
   Web of Science ®Google Scholar
• Auerbach, S., & Collier, S. (2012). Bringing high stakes from the classroom to the parent center lessons from an intervention program for immigrant families. Teachers College Record, 114(3), 1–40.
   Web of Science ®Google Scholar
• Bandura, A. (1994). Self‐efficacy. New York, NY: Wiley.
   Google Scholar
• Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19(1), 3–30. doi:10.1177/0743558403258113
   Web of Science ®Google Scholar
• Chrispeels, J., & Gonzalez, M. (2004). Do educational programs increase parents’ practices at home? Factors influencing Latino parent involvement (White paper). University of California, Center for Educational Leadership.
   Google Scholar
• Chrispeels, J. H., & Rivero, E. (2001). Engaging Latino families for student success: How parent education can reshape parents’ sense of place in the education of their children. Peabody Journal of Education, 76, 119–169. doi:10.1207/S15327930pje7602_7
   Google Scholar
• Christenson, S. L., & Reschly, A. L. (Eds.). (2010). Handbook of family school partnerships. New York, NY: Taylor & Francis.
   Google Scholar
• Crosnoe, R. (2009). Family–school connections and the transitions of low-income youths and English language learners from middle school to high school. Developmental Psychology, 45(4), 1061–1076. doi:10.1037/a0016131
   PubMed Web of Science ®Google Scholar
• De Gaetano, Y. (2007). The role of culture in engaging Latino parents’ involvement in school. Urban Education, 42(2), 145–162. doi:10.1177/0042085906296536
   Web of Science ®Google Scholar
• Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653–664. doi:10.1037/0022-0663.98.4.653
   Web of Science ®Google Scholar
• Dearing, E., Kreider, H., & Weiss, H. B. (2008). Increased family involvement in school predicts improved child–teacher relationships and feelings about school for low-income children. Marriage & Family Review, 43(3–4), 226–254. doi:10.1080/01494920802072462
   Google Scholar
• Delgado-Gaitan, C. (1996). Protean literacy: Extending the discourse on empowerment. London, UK: Falmer Press.
   Google Scholar
• Deslandes, R., & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling. Journal of Educational Research, 98(3), 164–175. doi:10.3200/JOER.98.3.164-175
   Web of Science ®Google Scholar
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. doi:10.1023/A:1009048817385
   Web of Science ®Google Scholar
• Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532–544. doi:10.1037/0022-0663.99.3.532
   Web of Science ®Google Scholar
• Gregory, A., & Huang, F. (2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American Journal of Community Psychology, 52, 41–55. doi:10.1007/s10464-013-9575-5
   PubMed Web of Science ®Google Scholar
• Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4), 405–427. doi:10.1177/0743558403258859
   Web of Science ®Google Scholar
• Hill, N. E., & Chao, R. K. (Eds.). (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York, NY: Teachers College Press.
   Google Scholar
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. doi:10.1037/a0015362
   PubMed Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 95, 310–342.
   Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. doi:10.3102/00346543067001003
   Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI Grant # R305T010673: The social context of parental involvement: A path to enhanced achievement. Retrieved from http://www.vanderbilt.edu/peabody/family-school/scaledescriptions.html
   Google Scholar
• Hughes, J., & Kwok, O. M. (2007). Influence of student–teacher and parent–teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39–51. doi:10.1037/0022-0663.99.1.39
   PubMed Web of Science ®Google Scholar
• Jeynes, W. H. (2007). Urban secondary school student academic achievement. Urban Education, 42(1), 82–110. doi:10.1177/0042085906293818
   Web of Science ®Google Scholar
• Jeynes, W. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112(3), 747–774.
   Web of Science ®Google Scholar
• Lavenda, O. (2011). Parental involvement in school: A test of Hoover-Dempsey and Sandler’s model among Jewish and Arab parents in Israel. Children and Youth Services Review, 33(6), 927–935. doi:10.1016/j.childyouth.2010.12.016
   Web of Science ®Google Scholar
• Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38(6), 505–519. doi:10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72(4), 549–576. doi:10.3102/00346543072004549
   Web of Science ®Google Scholar
• Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183–197. doi:10.1080/10852352.2010.486297
   PubMedGoogle Scholar
• 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
   Google Scholar
• Walker, J. M. T., Ice, C. L., Hoover-Dempsey, K. V., & Sandler, H. M. (2011). Latino parents’ motivations for involvement in their children’s schooling: An exploratory study. The Elementary School Journal, 111(3), 409–429. doi:10.1086/657653
   Web of Science ®Google Scholar
• Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106, 85–104. doi:10.1086/499193
   Web of Science ®Google Scholar
• Weiss, H. B., Mayer, E., Kreider, H., Vaughan, M., Dearing, E., Hencke, R., & Pinto, K. (2003). Making it work: Low-income working mothers’ involvement in their children’s education. American Educational Research Journal, 40, 879–901. doi:10.3102/00028312040004879
   Web of Science ®Google Scholar
• Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397.
   Web of Science ®Google Scholar
• Wyrick, A. J., & Rudasill, K. M. (2009). Parent involvement as a predictor of teacher–child relationship quality in third grade. Early Education & Development, 20(5), 845–864. doi:10.1080/10409280802582803
   Web of Science ®Google Scholar