Matching Items (3)
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- All Subjects: Latino
- Creators: Mathur, Sarup
Description
ABSTRACT The purpose of this research is to provide insight into immigrant Latino parents' perspectives on parental involvement in elementary school settings as influenced by the Title I Family Literacy Program (TFLP). A comparison is made of Latino parents who have been participating in the TFLP for more than one year, participants new to the program and Latino parents who chose not to participate in the TFLP. Both quantitative and qualitative data were collected via a survey and individual interviews of randomly selected members of each comparison group. All research participants were immigrant Latino parents with children at one of ten Title I elementary schools operating a TFLP. The schools are part of a large, urban school district in the Southwest. Findings indicate the TFLP has a positive effect on parental involvement practices of immigrant Latino parents. Participating parents showed increased confidence in their ability to support their children's education and program participants are more engaged in school activities. The results of this study imply participation in the program for one year or more has the most impact on families. Parents who participated for more than one year communicated a high sense of responsibility toward their influence on their child's education and upbringing and an understanding of strategies needed to effectively support their children. This research also identifies barriers parents face to participation in the TFLP and parental involvement in general. Implementation of family literacy programs in other districts would need to follow guidelines similar to this TFLP to achieve comparable results. More research is needed on the effects of this program on parents, children, and school staff.
ContributorsNiven, Christine (Author) / McCoy, Kathleen (Thesis advisor) / Ventura, Mário (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2012
Description
Cultural beliefs and behaviors can serve as both risk and protective processes for Latino adolescents, with some recent empirical work suggesting the important protective role of bicultural values (e.g., endorsing high levels of both mainstream culture and culture of origin). We expanded on past research to explore whether bicultural values were associated with internalizing (depressive, anxiety, stress) symptoms and externalizing (alcohol use) symptoms among a sample of Latino adolescents preparing to begin college. We hypothesized biculturalism to protect against all negative outcomes. Our sample consisted of 209 college-bound Latino adolescents (65% female; 85.1% Mexican descent; 10.6% 1st generation, 62% 2nd generation) who were enrolled in university for the coming fall. All multivariate models included sex, ethnicity, parent education, and immigrant generation status as covariates. Correlations and multivariate analyses revealed that higher bicultural values were associated with lower depressive symptoms, lower anxiety symptoms, lower stress, and greater alcohol use. Gender was shown to moderate the relationship between biculturalism and alcohol use. Overall, findings suggested that greater bicultural values were associated with lower endorsement of internalizing symptoms for all participants, but higher endorsement of alcohol use over the last year for the highly bicultural females. Biculturalism may be particularly protective for Latino adolescents who are preparing to attend college given the need for them to transition into an environment with high acculturative demands. However, our results also highlight that these bicultural females may be at greater risk for alcohol use and related problems.
ContributorsDilgert, Janice (Author) / Doane, Leah (Thesis director) / Thompson, Daisy (Committee member) / Department of Psychology (Contributor) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
For decades, there has been a concerted effort to support the transition of first-generation students from high school into higher education, yet there is a continued troubling gap in the number of first-generation students attending college who attain success once enrolled. This disparity is particularly pronounced among low-income students of color. This study illustrates how action research can be used to analyze a program that aims to assist students and their parents in navigating the American higher education system. Participants included (N=20) twelfth grade, first-generation, Latino, students and their parents (N=20) in rural Yuma County, Arizona, a geographically isolated area which is a three-hour drive from the nearest metropolitan city. Mixed methods were utilized to examine the impact of the American Dream Academy on self-efficacy in cultivating a college-going culture among first-generation, Latino students. Since parents play a significant role in the academic success of students, this program also sought to bolster the self-efficacy of the parents of the twelfth-grade student participants. A concerted effort was made to bring the American Dream Academy to the San Luis High School, Arizona Western College, and Arizona State University. The Academy’s curriculum included eight sessions that covered college-going topics that were collectively facilitated by university, college and high school faculty. Outcomes of this study indicate the need to support first-generation Latino students and their parents to foster college readiness and increase college access. Additionally, this study highlights how increasing the self-efficacy of students and parents can positively shift self-perceptions and sense of belonging among first-generation college students.
ContributorsCorr, Laura (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Carrasco-Jaquez, Diane (Committee member) / Arizona State University (Publisher)
Created2023