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Relevant bibliographies by topics / Mexican American parent participation

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Academic literature on the topic 'Mexican American parent participation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Mexican American parent participation"

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Porras Hein, Nancy. "Mexican American Parent Participation and Administrative Leadership." Journal of Latinos and Education 2, no. 2 (2003): 109–15. http://dx.doi.org/10.1207/s1532771xjle0202_5.

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Delgado-Gaitan, Concha. "Parenting in Two Generations of Mexican American Families." International Journal of Behavioral Development 16, no. 3 (1993): 409–27. http://dx.doi.org/10.1177/016502549301600303.

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Parenting in Mexican American families is a complex activity, given the heterogeneity of adaptation among the generations of Mexicans. Through ethnographic research methodology and a case study approach, I show that childrearing is affected by generational status and participation in a grass roots community group, organised around educational issues. Collectivism characterises the childrearing of the immigrant generation. It is maintained as a conscious value by the first generation parents, although socialisation practices and child behaviour actually shift in an individualistic direction, particularly in the area of critical thinking. Nonetheless, in both cohorts, the observable practices in the home between the parent and child indicate a strong orientation toward respect and family ties. At the same time, the Spanish language is lost rapidly in the first generation families, due largely to English-only laws that affected that generation. For the immigrant group, on the other hand, bilingualism is more acceptable as a result of the changing political climate. Both groups of families have experienced isolation from the schools because they have been excluded from full participation in the educational system. However, as the immigrant cohort of parents organised and became involved in a support group, cultural knowledge about dealing with schools was learned as a sense of community was built.

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Baker, Claire E. "Fathers’ and mothers’ language acculturation and parenting practices: Links to Mexican American children’s academic readiness." Journal of Early Childhood Research 16, no. 1 (2016): 52–64. http://dx.doi.org/10.1177/1476718x15614044.

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This study used a family-centered ecological lens to examine predictive relations among fathers’ and mothers’ language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool ( N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers’ and mothers’ English proficiency and primary language used in the home. Parenting was operationalized as fathers’ and mothers’ participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for demographics, fathers’ and mothers’ primary language in the home predicted children’s reading achievement and fathers’ and mothers’ English proficiency predicted children’s math achievement. Furthermore, maternal home learning stimulation made a unique contribution to children’s reading achievement after the influence of parent language acculturation was accounted for, underscoring the importance of home learning stimulation for strengthening Mexican American children’s reading skills prior to school entry.

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Shears, Jeffrey, Rich Furman, and Nalini Junko Negi. "The Perceptions of Mexican-American Men as Fathers." Advances in Social Work 8, no. 2 (2007): 338–52. http://dx.doi.org/10.18060/212.

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This qualitative study explores the lived experience of self-identified Mexican men as fathers. The sample consists of 47 biological fathers of children residing in Denver, Colorado, all whom are participating in the Early Head Start Research and Evaluation Project. The data suggests that these fathers engaged in traditionally conceptualized fathering roles. These men expressed the importance of being there, teaching, meeting the child’s needs, being a role model, offering emotional support, and giving affection and love. The fathers reported taking more responsibility, decreasing substance use, and limiting their leisure activities as a result of becoming a parent. The results suggest that, fathering in and of itself, may create resiliency and may have powerful positive influences on the lives of fathers.

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Medvene, Louis, Keh-Ming Lin, Agnes Wu, Ricardo Mendoza, Norma Harris, and Milton Miller. "Chapter 6. Mexican American and Anglo American parents of the mentally Ill: Attitudes and participation in family support groups." Journal of Prevention & Intervention in the Community 11, no. 1 (1994): 141–63. http://dx.doi.org/10.1080/10852359409511200.

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Mauricio, Anne M., Jenn-Yun Tein, Nancy A. Gonzales, Roger E. Millsap, Larry E. Dumka, and Cady Berkel. "Participation Patterns Among Mexican-American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes." American Journal of Community Psychology 54, no. 3-4 (2014): 370–83. http://dx.doi.org/10.1007/s10464-014-9680-0.

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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux, and Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children." ISRN Education 2012 (March 7, 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.

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The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.

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Mogro-Wilson, Cristina. "Parental Factors Associated with Mexican American Adolescent Alcohol Use." Journal of Addiction 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/205189.

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The purpose of this study is to further the understanding of how parenting and the relationship between the parent and the youth influence adolescent alcohol use in Mexican American families, with particular attention to acculturation. Results indicated that parental warmth is a strong factor in predicting adolescent alcohol use among Mexican adolescents. The parent-youth relationship played an important role in lowering alcohol use for Mexican American youth. Acculturation has an impact on the level of warmth, control, and the parent-youth relationship for Mexican American families. Findings indicate that there are unique family mechanisms for Mexican American families that should be considered when developing prevention and treatment options.

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Turner, Richard Neil, and Brian Thiede. "Mexican-American Educational Stagnation." International Migration Review 52, no. 1 (2018): 159–82. http://dx.doi.org/10.1111/imre.12286.

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High school dropout rates among Mexican Americans decline markedly between the first and second immigrant generations and, consequently, move closer to non-Hispanic white levels. However, the third generation makes little progress in closing the remaining gap with whites despite their parents having more schooling on average than those of the second generation. Utilizing 2007–2013 Current Population Survey data, we examine whether an inter-generational shift away from two-parent families contributes to this educational stagnation. We also consider the effect of changes in sibship size. The analysis involves performing a partial regression decomposition of differences between second- and third-generation Mexican-American adolescents (aged 16–17 years) in the likelihood of having dropped out. We find that Mexican third-generation teens are close to nine percentage points less likely than second-generation peers to live with two parents. The decomposition results suggest that this change in family structure offsets a substantial portion of the negative influence of rising parental education on third-generation dropout risk.

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Becerra, Michael D., and Stella Michael-Makri. "Applying Structural Family Therapy with a Mexican-American Family with Children with Disabilities: A Case Study of a Single-Parent Mother." Journal of Applied Rehabilitation Counseling 43, no. 2 (2012): 17–24. http://dx.doi.org/10.1891/0047-2220.43.2.17.

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An illustration of one Mexican-American family headed by a single-parent mother is explored to depict the application of Structural Family Therapy. Familism and marianismo are examined as factors impacting healthy family functioning of Mexican and Mexican-American families. Interventions used with the family were joining, structural mapping, enactment and addressing disability and medical related concerns. Learning to create healthy boundaries between parent and children, addressing maternal depression and family economic stressors, and nurturing sibling relationships were areas that impacted this family. Further research is suggested into the application of Structural Family Therapy as a model when working with Mexican and Mexican-American families who have a child with a disability.

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Dissertations / Theses on the topic "Mexican American parent participation"

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Peña, Delores Cecile. "Parental involvement : a case study of Mexican American social and cultural capital /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Keith, Patricia Berg. "Effects of parental involvement on Mexican-American eighth grade students' academic achievement: a structural equations analysis." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40439.

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Mexican-American children are educationally disadvantaged, are at-risk for academic failure, and have not demonstrated the academic achievement that other immigrant groups have, even after they have lived in the U.S. for many generations. Today, parental involvement is being touted by government officials and the popular press as one mechanism through which academic achievement can be increased. If parental involvement is indeed effective, it may be one mechanism for improving the achievement of Mexican-American students. For this research, causal modeling (path analysis) was used to investigate the influence of parental involvement on overall academic achievement, and the reading, math, science, and social studies achievement on 1,714 eighth grade Mexican-American children. This research utilized the National Education Longitudinal Study of 1988 (NELS 88), the third major national longitudinal survey developed by the National Center for Education Statistics (NCES). Parental involvement, defined as discussing school activities and having high educational aspirations for children, positively affected all academic achievement areas. SES (socioeconomic status) and previous learning also had strong influences on achievement. Interestingly, as parents' language proficiency increased, parental involvement decreased, when controlling for the gender of the student, SES, parents' birth place, and previous learning. Gender differences were evident in all academic areas, and females received more attention than males from their parents. Family rules did not influence academic achievement and may in fact have a negative influence on social studies achievement. Since a good education is necessary for all who live in modern society, educators and policy makers should continue to encourage Mexican-American parents to discuss school activities and have high educational aspirations for their children. Parental involvement is one potentially alterable variable which can positively influence the academic achievement of Mexican-American children.<br>Ph. D.

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Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.

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Carranza, Francisco David. "The effects of perceived parental educational involvement, acculturation and self-esteem on the academic performance and aspirations of Mexican-American adolescents." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2213.

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The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.

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Pulido, Monica Victoria. "Exploring the values, the attitudes, and the experiences of Mexican-Americans toward education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2279.

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Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.

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The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.

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Matty-Cervantes, Carmen Maria. "Describing parent participation in a Mexican school." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.

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Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.

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Rehm, Roberta S. "Mexican American family experiences with chronic childhood illness /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7327.

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Manning, Linda Citlali. "Diversity within a parenting measure for immigrant Mexican American mothers /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4753.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

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Major, Adia. "Social constructionism, parental ethnotheories, and sex education exploring values and belief systems in a Mexican/Mexican-American population /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244648092.

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Books on the topic "Mexican American parent participation"

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Chavkin, Nancy Feyl. Forging partnerships between Mexican American parents and the schools. Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1995.

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Mexican immigrant parents advocating for school reform. LFB Scholarly Pub., 2008.

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Gandara, Patricia C. Choosing higher education: The educational mobility of Chicano students. California Policy Seminar, 1993.

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Hinojosa, Rolando. The useless servants. Arte Público Press, 1993.

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An immigrant soldier in the Mexican War. Texas A&M University Press, 1995.

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Winters, Wendy Glasgow. African American mothers and urban schools: The power of participation. Lexington Books, 1993.

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Cano, Daniel. Shifting loyalties. Arte Público Press, 1995.

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Alberto, Monroy Ochoa, ed. Bicultural parent engagement: Advocacy and empowerment. Teachers College Press, 2011.

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Rodríguez, Ricardo J. Hispanics in the U.S. Civil War: A compiled list of men who fought for the Confederacy and the Union. Jar Press, 2010.

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López, Josefina. Real women have curves. Rain City Projects, 1988.

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Book chapters on the topic "Mexican American parent participation"

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Kalinec-Craig, Crystal. "“Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics." In Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46753-5_13.

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"Mexican American and Anglo American Parents of the Mentally Ill: Attitudes and Participation in Family Support Groups." In Self-Help and Mutual Aid Groups. Routledge, 2014. http://dx.doi.org/10.4324/9781315801087-11.

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Estrada, Emir. "“I Get Mad and I Tell Them, ‘Guys Could Clean, Too!’”." In Kids at Work. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479811519.003.0006.

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Chapter 5 underlines how gender shapes the way this study's girls and boys experience this occupation and how the children and the families create gendered expectations as well as strategies for protection. While both boys and girls work alongside their parents on the street, findings revealed that the daughters of Mexican and Central American street vendors in Los Angeles are more active than the sons in street vending with the family. How do we explain this paradox? A gendered analysis helps explain why girls are compelled into street vending, while boys are allowed to withdraw or minimize their participation. This chapter extends the feminist literature on intersectionality by exploring the world of Latinx teenage street vendors from a perspective that takes into account gendered expectations not only resulting from the familiar intersecting relations of race, class, and gender, but also as a consequence of age as well as of the inequality of nations that gives rise to particular patterns of international labor migration.

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Craske, Nikki. "Mexican Women's Inclusion into Political Life: A Latin American Perspective." In Women's Participation in Mexican Political Life. Routledge, 2019. http://dx.doi.org/10.4324/9780429268212-3.

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Lozano, Rosina. "A Language of Citizenship." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0005.

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Treaty citizens became invested in a U.S. political system where the federal, state, and local governments initially catered to them in their preferred language, Spanish. This chapter briefly traces the arc of Spanish as a language of citizenship. States and territories had the power to determine the parameters of individuals participating in elections, in courts, as jurors, and by officials in federal and state government positions. California, Colorado, and Arizona’s concessions to Spanish as a language of participation for citizenship began with official recognition, but never became fully bilingual regions. New Mexico, on the other hand, used Spanish as an important part of the electoral process and the courts. Treaty citizens in New Mexico became invested in the territory's elected and appointed positions. The political power meant Spanish had a centralrole in territorial politics. Treaty citizens participated and engaged in a U.S. political system in Spanish in elections, in the courts, and in juries, which forces a reassessment of American citizenship in the last half of the 19<sup>th</sup> century.

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"Mexican-American Women and Mathematics: Participation, Aspirations, and Achievement." In Linguistic and Cultural Influences on Learning Mathematics. Routledge, 2013. http://dx.doi.org/10.4324/9780203056820-14.

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Lozano, Rosina. "A Language of Identity." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0007.

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At the turn of the twentieth century, the influx of Mexican immigrants due to the Mexican Revolution transformed the view of Spanish in the Southwest. Previously seen as a language of government and society, Spanish increasingly became a language of foreigners and radicals. New Mexico’s treatment of Spanish differed from the rest of the Southwest, though even its commitment to translations waned by the end of the 1930s. Yet monolingual Spanish speakers persisted in filing petitions with local, state, and federal officials, as well as voting in high numbers. Spanish language letters sent to county and state political party leaders provide the evidence for this chapter. Sent in the first two decades of the twentieth century, they document the continued active political participation of nuevomexicanos despite increased emphasis on English.

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Gettig, Eric. "Cuba, the United States, and the Uses of the Third World Project, 1959–1967." In Latin America and the Global Cold War. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655697.003.0011.

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This essay analyzes the international history of the efforts of the Cuban government led by Fidel Castro to project itself as a leader of Third World internationalism after coming to power in January 1959. It begins by exploring revolutionary Cuba's first effort to convene and host a major international conference, a "Conference of Underdeveloped Nations" in Havana in 1960. Using a combination of the published Cuban press and several diplomatic archives – chiefly from the United States and United Kingdom, but also including a few Mexican and Venezuelan documents and the 47-page internal report of Cuban Ambassador Carlos Lechuga's tour of Latin America in January-February 1960, obtained from his family in Havana – the chapter analyzes the failure of Cuba's efforts to convene this conference, and the efforts of the Eisenhower administration to discourage Latin American governments from participating. At a time when Cuba's international orientation was very much in flux, the struggle over the conference became part of a larger contest over the future direction of the Revolution and over Latin American engagement with both the U.S. and the Third World.

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Sanchez, George J. "Generations of Segregation." In New World Cities. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648750.003.0007.

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Los Angeles was built by immigrants from the U.S. South, Asia, and especially Mexico. After 1900 the city grew as a rail terminus, Pacific port, and tourist destination. It became a focus of film making and petroleum production, and developed booming defense industries during World War II and the Cold War. Marketed as the city of dreams, continuing immigration made it increasingly Mexican while Mexicans faced residential segregation that constrained educational chances, economic opportunities, and political participation. Fragmented urban administration allowed Realty Boards and County officials to limit Mexican-American (and African-American) citizenship despite national civil rights policies promoting integration and participation. When defense, energy, and other industries declined in the turn to globalization, African American (1973-93) and Mexican American (2005-13) mayors offered images of opening while enduring segregation constrained education, employment, and life opportunities for Mexican-Americans and African Americans. New immigrants from Mexico, Central America and beyond faced lives of marginality.

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del Mar Gálvez-Rodríhuez, María, Arturo Haro-de-Rosario, and María del Carmen Caba-Pérez. "A Comparative View of Citizen Engagement in Social Media of Local Governments from North American Countries." In Handbook of Research on Citizen Engagement and Public Participation in the Era of New Media. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1081-9.ch009.

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Taking into consideration the growing popularity of social media in North American countries, this chapter aims to perform a comparative analysis of the use of Facebook as a communication strategy for encouraging citizen engagement among local governments in The United States, Canada and Mexico. With regards to the three dimensions used in all regions to measure online citizen engagement, in general terms, the “popularity” and “virality” dimensions are the most common, while the “commitment” dimension is still underutilized. With respect to the significant differences found, Mexican citizens are those that make the best use of the tool “like” to express their support of the information supplied by local governments. Furthermore, in relation to the citizens that are fans of the Facebook pages of local governments, we can observe that Canadian citizens show a greater interest in participating more actively in dialogue building while U.S. citizens are the most willing to disseminate information from their local governments.

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