Graduation Semester and Year

2014

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Ifeoma Amah

Abstract

As the student population across the nation becomes increasingly diverse, educators are constantly met with challenges that go beyond teaching. While the Latino population continues to grow, and the projection of the U.S. becoming a majority-minority nation is fulfilled, it is important to pay close attention to the educational inequities and challenges that continue to exist for students of color. Parents of color , which is defined in this study as Hispanic parents of Mexican origin, have been urged to actively participate in schools in an effort to increase student achievement. However, the literature seldom distinguishes between the experiences of Hispanic parents from diverse socio-economic backgrounds. This qualitative study specifically examined how eight middle-class Hispanic parents perceive their involvement in predominantly White schools, using Critical Race and Latino Critical Theories as tools for analysis. Conspicuously absent are studies that describe the unique experience of upper-income Hispanic parents with respect to their children's schooling. The primary data collection sources included two rounds of semi-structured individual interviews, a focus group, demographic questionnaire, observations, and analytical memoing. The findings of this study revealed differing definitions of parent involvement, as well as instances of racism and discrimination noted by participants.

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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