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The influence of cultural match and sense of community on latino school-based parent engagement
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Mundt, Kevin Thomas. The influence of cultural match and sense of community on latino school-based parent engagement. Retrieved from https://doi.org/doi:10.7282/T3KD1WB4

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TitleThe influence of cultural match and sense of community on latino school-based parent engagement
NameMundt, Kevin Thomas (author); Gregory, Anne (chair); Melzi, Gigliana (outside member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2014
Other Date2014-10 (degree)
SubjectSchool Psychology, Academic achievement--United States, Education--Parent participation--United States, Hispanic American children--Education
Extent1 online resource (viii, 86 p. : ill.)
DescriptionEthnic minority children in the United States, particularly Latino children, are more likely to have lower levels of academic achievement than their White counterparts. Increasing Latino parent engagement in their children’s schooling may help reduce this gap in academic achievement. Parent engagement is of particular importance in early childhood given it may lay the ground work for their engagement throughout their children’s years of schooling. Despite Head Start’s efforts to increase parent engagement, research has shown that parent engagement in school is lower among Latino parents. It might be the case that cultural congruence between schools and Latino parents may be linked to their higher engagement. Yet, very few empirical studies have examined this gap in our knowledge. The current study addressed this gap in knowledge through its examination of cultural match between Latino parents and their children’s teachers at Head Start centers. Participants in the present investigation include 294 consenting Latino parents with children enrolled in Head Start programs throughout a large city in the Northeastern United States. Parents (N = 294) and teachers (N = 37) provided their generational status, country of origin, and primary language use in the home or classroom. Teachers also provided information regarding the frequency and quality of family engagement over a one-month period in the school. Using hierarchical linear modeling, findings indicated that Latino match (whether a parent and the Head Start teacher both identified as Latino) and parent-reported sense of community were significantly associated with teacher-rated parent involvement. When a parent had a Latino teacher, it explained a significant but modest amount of the variance in parent engagement. That said, sense of community was not found to be the mechanism explaining why Latino match was linked to parent engagement. Implications for Head Start’s recruitment and training of their teachers are further discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Kevin Thomas Mundt
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3KD1WB4
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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