TY - JOUR
T1 - Cultural and contextual understanding of parent engagement among Latine parents of pre-K children in low-income neighborhoods
T2 - The role of immigration enforcement threat, parent health and sociodemographics
AU - Barajas-Gonzalez, R. Gabriela
AU - Ursache, Alexandra
AU - Kamboukos, Dimitra
AU - Gu, Bo
AU - Huang, Keng-Yen
AU - Torres, Heliana Linares
AU - Cheng, Sabrina
AU - Brotman, Laurie Miller
AU - Dawson-McClure, Spring
N1 - Publisher Copyright:
© 2024
PY - 2024/10/1
Y1 - 2024/10/1
N2 - Efforts to bolster the school readiness of Latine children from low-income and immigrant homes have focused on fostering parent engagement in children's education. In assessing parent engagement, most measures center school-based activities in alignment with middle class, European American dominant norms, missing the multiple ways that Latine families engage with their children to support their educational experiences and development. Additionally, studies of predictors of Latine parent engagement have mainly focused on parent demographic and linguistic factors, limiting our understanding of how to support parent engagement equitably. Using a measure of parent engagement sensitive to culturally contextualized behaviors of Latine families, this study describes the ways Latine parents living in historically disinvested neighborhoods in New York City engage in their children's learning at home and in school during a nationally charged anti-immigrant, anti-Latine sociopolitical climate. We also examine whether immigration enforcement threat and parent health are associated with Latine family engagement in home and school-based activities. Data come from a larger study conducted with Latine parents (n=103; 42% immigrant) of pre-K children. Descriptive results indicate that despite a charged sociopolitical context, levels of engagement in children's education and development across multiple domains were comparable with mean levels established by the developers. Findings from regression analyses demonstrated that above and beyond demographic, linguistic and financial factors, immigration enforcement threat and parent health were associated with aspects of family engagement in young children's learning among Latine families in low-income communities. Implications for policy and practice are discussed.
AB - Efforts to bolster the school readiness of Latine children from low-income and immigrant homes have focused on fostering parent engagement in children's education. In assessing parent engagement, most measures center school-based activities in alignment with middle class, European American dominant norms, missing the multiple ways that Latine families engage with their children to support their educational experiences and development. Additionally, studies of predictors of Latine parent engagement have mainly focused on parent demographic and linguistic factors, limiting our understanding of how to support parent engagement equitably. Using a measure of parent engagement sensitive to culturally contextualized behaviors of Latine families, this study describes the ways Latine parents living in historically disinvested neighborhoods in New York City engage in their children's learning at home and in school during a nationally charged anti-immigrant, anti-Latine sociopolitical climate. We also examine whether immigration enforcement threat and parent health are associated with Latine family engagement in home and school-based activities. Data come from a larger study conducted with Latine parents (n=103; 42% immigrant) of pre-K children. Descriptive results indicate that despite a charged sociopolitical context, levels of engagement in children's education and development across multiple domains were comparable with mean levels established by the developers. Findings from regression analyses demonstrated that above and beyond demographic, linguistic and financial factors, immigration enforcement threat and parent health were associated with aspects of family engagement in young children's learning among Latine families in low-income communities. Implications for policy and practice are discussed.
KW - Equity
KW - Health
KW - Immigration
KW - Latino/a/x/e
KW - Parent engagement
KW - School
UR - http://www.scopus.com/inward/record.url?scp=85211138224&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85211138224&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2024.03.006
DO - 10.1016/j.ecresq.2024.03.006
M3 - Article
AN - SCOPUS:85211138224
SN - 0885-2006
VL - 69
SP - S129-S139
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -