1,307
Views
9
CrossRef citations to date
0
Altmetric
Research Article

Community cultural wealth and immigrant Latino parents

, , &

References

  • Alegre, A. (2011). Parenting styles and children’s emotional intelligence: What do we know? The Family Journal, 19(1), 56–62. doi:10.1177/1066480710387486
  • Alfaro, D. D., O’Reilly-Diaz, K., & López, G. R. (2014). Operationalizing consejos in the P-20 educational pipeline: Interrogating the nuances of Latino parent involvement. Multicultural Education, 21(3/4), 11.
  • Aretakis, M., Ceballo, R., Suarez, G., Camacho, T., & Santiago-Rivera, A. (2015). Investigating the immigrant paradox and Latino adolescents’ academic attitudes. Journal of Latina/O Psychology, 3(1), 56–69. doi:10.1037/lat0000031
  • Arzubiaga, A., Ceja, M., & Artiles, A. J. (2000). Transcending deficit thinking about Latinos’ parenting styles: Toward an ecocultural view of family life. In C. Martinez, Z. Leonardo, & C. Tejado (Eds.), Charting new terrains of Chicana (o)/Latina (o) education (pp. 93–106). Cresskill, NJ: Hampton Press.
  • Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145. doi:10.1177/1538192703262514
  • Bermudez, J. M., & Mancini, J. A. (2013). Familias fuertes: Family resilience among Latinos. In D. S. Becvar (Ed.), Handbook of family resilience (pp. 215–227). New York, NY: Springer.
  • Cabrera, N. L., & Padilla, A. M. (2004). Entering and succeeding in the “culture of college”: The story of two Mexican heritage students. Hispanic Journal of Behavioral Sciences, 26(2), 152–170. doi:10.1177/0739986303262604
  • Ceballo, R. (2004). From barrios to Yale: The role of parenting strategies in Latino families. Hispanic Journal of Behavioral Sciences, 26(2), 171–186. doi:10.1177/0739986304264572
  • Ceja, M. (2004). Chicana college aspirations and the role of parents: Developing educational resiliency. Journal of Hispanic Higher Education, 3(4), 338–362. doi:10.1177/1538192704268428
  • Delgado-Gaitan, C. (1990). Literacy for empowerment: The role of parents in children’s education (pp. 2). New York, NY: Falmer Press. doi:10.1177/144078339002600322
  • Delgado-Gaitan, C. (1992). School matters in the Mexican-American home: Socializing children to education. American Educational Research Journal, 29(3), 495–513. doi:10.3102/00028312029003495
  • Dunn, L. M. (1987). Bilingual Hispanic children on the US mainland: A review of research on their cognitive, linguistic and scholastic development. Circle Pines, MN: American Guidance Service.
  • Easley, N., Bianco, M., & Leech, N. (2012). Ganas: A qualitative study examining Mexican heritage students’ motivation to succeed in higher education. Journal of Hispanic Higher Education, 11(2), 164–178. doi:10.1177/1538192712440175
  • Espino, M. M. (2016). The value of education and educación: Nurturing Mexican American children’s educational aspirations to the doctorate. Journal of Latinos and Education, 15(2), 73–90. doi:10.1080/15348431.2015.1066250
  • Fereday, J., & Muir-Cochrane, E. (2006). The role of performance feedback in the self-assessment of competence: A research study with nursing clinicians. Collegian, 13(1), 10–15. doi:10.1016/s1322-7696(08)60511-9
  • Gandara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany, NY: State University of New York Press.
  • Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. British Journal of Educational Psychology, 78(1), 109–125. doi:10.1348/000709907x204363
  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.
  • Guzmán, B. (2012). Cultivating a Guerrera spirit in Latinas: The praxis of mothering. Association of Mexican American Educators Journal, 6, 45–51.
  • 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/j.1540-4560.2009.01635.x
  • Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H. C., & Spicer, P. (2006). Parents’ ethnic—Racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770. doi:10.1037/0012-1649.42.5.747
  • Humes, K., Jones, N. A., & Ramirez, R. R. (2011). Overview of race and Hispanic origin, 2010. census.gov. Retrieved December 1, 2016, from http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf
  • 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
  • Knight, G., & Carlo, G. (2012). Prosocial development among Mexican American youth. Child Development Perspectives, 6(3), 258–263. doi:10.1111/cdep.2012.6.issue-3
  • Knight, G. P., Gonzales, N. A., Saenz, D. S., Bonds, D. D., German, M., Deardorff, J., … Updegraff, K. A. (2010). The Mexican American cultural values scale for adolescents and adults. Journal of Early Adolescence, 30(3), 444–481. doi:10.1177/0272431609338178
  • Larrotta, C., & Yamamura, E. K. (2011). A community cultural wealth approach to Latina/Latino parent involvement: The promise of family literacy. Adult Basic Education & Literacy Journal, 5(2), 74–83.
  • Levine, E. B., & Trickett, E. J. (2000). Toward a model of Latino parent advocacy for educational change. Journal of Prevention & Intervention in the Community, 20(1–2), 121–137. doi:10.1300/j005v20n01_09
  • Liptak, J. (2005). Using emotional intelligence to help college students succeed in the workplace. Journal of Employment Counseling, 42(4), 171–178. doi:10.1002/j.2161-1920.2005.tb01088.x
  • Lopez, G. R. (2001). The value of hard work: lessons on parent involvement from an (im)migrant household. Harvard Educational Review, 71(3), 1–23. doi:10.17763/haer.71.3.43x7k542x023767u
  • Lucile Packward Foundation for Children’s Health. (2015). Student eligibility to receive free or reduced price school meals. Kidsdata.org. Retrieved from http://www.kidsdata.org/
  • Luna, N., Evans, W. P., & Davis, B. (2015). Indigenous Mexican culture, identity and academic aspirations: Results from a community-based curriculum project for Latina/Latino students. Race Ethnicity and Education, 18(3), 341–362. doi:10.1080/13613324.2012.759922
  • Moní, Y., Mealy, M., Del Ama, J., & Conway, J. (2018). Bidimensional acculturation and academic success among latina/o college students. Journal of Latina/O Psychology, 6, 220–234. doi:10.1037/lat0000098
  • Moreno, R. P., & Valencia, R. R. (2002). Chicano families and schools: Myths, knowledge, and future directions for understanding. Chicano School Failure and Success: Past, Present, and Future, 2, 227–250.
  • Nelson, D. B., & Nelson, K. W. (2003). Emotional intelligence skills: Significant factors in freshmen achievement and retention (Report No. GGO, 32375). Retrieved from ERIC database.
  • Nygreen, K. (2017). Latina/o parent organizing for educational justice: An ethnographic account of community building and radical healing. Journal of Latinos and Education, 16(4), 301–313. doi:10.1080/15348431.2016.1247706
  • Oliver, M., & Shapiro, T. (1995). Black wealth/White wealth: A new perspective on racial inequality. New York, NY: Routledge.
  • Olivos, E., & Mendoza, M. (2009). Immigration and educational inequity: An examination of Latino immigrant parents’ inclusion in the public school context. Journal of Latino/Latin American Studies, 3(3), 38–53. doi:10.18085/llas.3.3.k12913266121047h
  • Padilla, A. M., & Perez, W. (2003). Acculturation, social identity, and social cognition: A new perspective. Hispanic Journal of Behavioral Sciences, 25, 35–55. doi:10.1177/0739986.03251694
  • Padilla, R. V. (2009). Student success modeling: Elementary school to college. Sterling, VA: Stylus Publishing, LLC.
  • Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual Differences, 41(7), 1329–1336. doi:10.1016/j.paid.2006.04.022
  • Parker, J. D., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163–172. doi:10.1016/S0191-8869(03)00076-X
  • Pérez, I. I. D. (2014). Exploring the nexus between community cultural wealth and the academic and social experiences of Latino male achievers at two predominantly White research universities. International Journal of Qualitative Studies in Education, 27(6), 747–767. doi:10.1080/09518398.2014.901573
  • Perez, I. I. D., & Taylor, K. B. (2016). Cultivando logradores: Nurturing and sustaining Latino male success in higher education. Journal of Diversity in Higher Education, 9(1), 1–19. doi:10.1037/a0039145
  • Perez, P. A., & McDonough, P. M. (2008). Understanding Latina and Latino college choice: A social capital and chain migration analysis. Journal of Hispanic Higher Education, 7(3), 249–265. doi:10.1177/1538192708317620
  • Pérez-Huber, L., Vélez, N. V., & Solórzano, D. (2018). More than ‘papelitos:’ a QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race Ethnicity and Education, 21(2), 208–230. doi:10.1080/13613324.2017.1377416
  • Peterson, S. S., & Heywood, D. (2007). Contributions of families’ linguistic, social, and cultural capital to minority-language children’s literacy: Parents’, teachers’, and principals’ perspectives. The Canadian Modern Language Review, 63(4), 517–538. doi:10.3138/cmlr.63.4.517
  • Pew Research Center. (2016). Hispanic, black parents see college degree as key for children’s success | Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2016/02/24/hispanic-black-parents-see-college-degree-as-key-for-childrens-success/
  • Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137–145. doi:10.1037/0022-0167.52.2.137
  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. doi:10.2190/dugg-p24e-52wk-6cdg
  • Solorzano, D. G. (1992). An exploratory analysis of the effects of race, class, and gender on student and parent mobility aspirations. The Journal of Negro Education, 61(1), 30–44. doi:10.2307/2295627
  • Solorzano, D. G., & Villalpando, O. (1998). Critical race theory, marginality, and the experience of students of color in higher education. In C. A. Torres & T. R. Mitchell (Eds.), Sociology of education: Emerging perspectives (pp. 211–224). Albany, NY: State University of New York Press.
  • Solorzano, 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
  • Souto-Manning, M., & Swick, K. J. (2006). Teachers’ beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187–193. doi:10.1007/s10643-006-0063-5
  • Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Belknap Press of Harvard University Press.
  • Urdiales, J. (2017). Examining the cultural wealth of latino parents who have children in the p-20 educational pipeline (order no. 10279656). Available from Dissertations & Theses @ California State University, Los Angeles; ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (1915986527). Retrieved from http://mimas.calstatela.edu/login?url=https://search.proquest.com/docview/1915986527?accountid=10352
  • Valdés, G. (1996). Con respeto. Bridging the distances between culturally diverse families and schools. An ethnographic portrait. New York, NY: Teachers College Press.
  • Valencia, R., & Solorzano, D. (1998). Contemporary Deficit Thinking. In R. Valencia (Ed.), The evolution of deficit thinking in educational thought and practice (pp. 160–210).Bristol, PA: Taylor & Francis.
  • Vesely, C. K., Ewaida, M., & Kearney, K. B. (2013). Capitalizing on early childhood education: Low-income immigrant mothers’ use of early childhood education to build human, social, and navigational capital. Early Education & Development, 24(5), 744–765. doi:10.1080/10409289.2012.725382
  • 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. doi:10.1080/1361332052000341006
  • Zinn, M. B. (1989). Family, race, and poverty in the eighties. Signs: Journal of Women in Culture and Society, 14(4), 856–874. doi:10.1086/494547

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.