Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

Developmental Service Learning Project Final Presentation

Student Names: Tolani Ogunyoku, Sara McManus, and Tricia Bealer Community Partner: Seattle University Youth Initiative Project Name: School-Family Engagement Service Learning Project Description of the Project: Need In order to enhance the service that Seattle University Youth Initiative (SUYI) provides to the first generation families of Yesler Terrace we researched best practice in the area of family engagement between schools and communities. Based on research of current practice and observation in the Yesler community we completed a literature review that addressed core concepts, current research focuses, essential questions, methods, and outcomes of successful family-engagement models. Purpose This project was meant to focus in on the the research of family engagement in order to determine if the current national best practice model is adequate for the diverse populations found in the Yesler Terrace community. Most of the current research focused on the use of models that apply to homogeneous communities. Yesler Terrace Housing Project is an incredibly diverse community and SUYI is looking for a model that addresses the needs of the community. Supporting Literature-- Research in the area of family engagement conducted by Kathleen Hoover-Dempsey, Karen L. Mapp, Anthony S. Bryk, Sara Lawrence-Lightfoot, Annette Lareau, Ruth Thomas, Jung-Sook Lee, Natasha K. Bowen, Krists M. Perreira, Kathleen Mullan Harris, Dohoon Lee, Min Zhou, Jan M. Matthews and Alan M. Hudson was used to write the literature review. Tool Development & Usage We examined national best practices regarding family engagement helped to conduct a focus group for the diverse population of Yesler Terrace. From the results of the focus group SUYI will determine which best practice best suit the Yesler Terrace community.

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

Outcome To have enough evidence to support the need for more research in the arena of family engagement in diverse immigrant communities. Final Product We will present a literature review on the key components of successful family engagement. From the findings of the focus groups SUYI will determine how families in Yesler Terrace can be better served by schools in their community (see attached literature review). Group Reflection Initially each member of our group conducted a site visit together in order to have an understanding of the population of immigrant families at Bailey Gatzert Elementary. All group members were able to observe different facets of the family parenting class that Priya facilitates. As a way to guide the group, Priya provided the research for us to write a literature review. Each member of the group answered two of the essential questions we created in our review. The final step of this project was to assist Priya at Bailey Gatzert in conducting a focus group among the children and their families to determine the effectiveness of the family parenting classes. Going into the Service Learning project we knew very little about the Yesler Terrace community. After sitting in on our first Family Engagement meeting we realized that the parents of the community were facing multiple issues surrounding raising children in America, education and financially providing for their children. The women in the parenting class were extremely strong and opinionated together. The power and freedom to express themselves without fear of being looked down upon derived from being able to support each other as concerned parents. After researching family engagement practices we learned that there is very little research being done to address culturally plural populations. Most research focuses solely on Hispanic/Latino or African American low-income populations. The Bailey Gatzert community is one of the most culturally diverse communities in the U.S. with a large amount of parents in our group being of East-African descent. The parents of Bailey Gatzert Elementary are fortunate to have people like Priya and the Seattle University Center for Service and Family Engagement dedicated to helping families and improving the community. However, there are many other families and communities who are not as fortunate. We learned that all parents regardless of ethnicity or socioeconomic status want to help their children reach their full potential. In order to do this, as a society we must better equip these families with the tools necessary to succeed. Many of the developmental stages can be incongruent with the experience of people from first generation families. Often, these families are faced with so many added challenges when they arrive in this country that the developmental experience can look very different. For instance, a young child in a first generation family might be faced with learning how to navigate complex systems in order to succeed; he may not have parents with the social capital to guide

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

him in this process. Similarly schools can disenfranchise parents when they dont have the appropriate cultural sensitivity to guide their interactions. Throughout our project, the one developmental concept that stands out to all of us is the need for developing self-efficacy. It seems that schools often do not recognize the importance of connecting with the parents of first generation families. This is a task that can be difficult for schools because of language and cultural barriers. However, when schools fail to find ways to help parents actualize their roles and connect with the school, student achievement suffers. When student achievement suffers, there are far-reaching implications to the community. A student who drops out is less likely to actualize their personal dreams and has less opportunity to earn a living wage. Additionally, there is research that suggests that students who drop-out place more of a tax burden on society. Simply put, we cannot afford to ignore the developmental needs of first generation families; the personal and social costs are too high.

Points Available Grading Criterion Description of the project Describing Need-Group Reflection Presentation professionally delivered and on time Total 15 25

Points Awarded

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50

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

Immigrant Family & School Engagement Indicators and Interventions A Review of the Literature Tricia Bealer, Tolani Ogunyoku, & Sara McManus Seattle University

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT Abstract This review of the literature examines research on indicators of immigrant family and school

engagement. Specifically the review summarizes research on the preferred models that schools can use to engage immigrant families. Results focus on (a) connections between family engagement and school achievement, (b) the impact of self-efficacy and role connection to parent engagement with schools, (c) the importance of schools accruing cultural capital with families, (d) parental engagement barriers facing immigrant families, (e) home-based vs. schoolbased engagement, and (f) the preferred models that engender immigrant family - school engagement. The review concludes with the strengths and limitations of the research articles, implications for schools, and future research needs.

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT Immigrant Family & School Engagement Indicators and Interventions A Review of the Literature Introduction According to the research, parental engagement with schools promotes student achievement. Students at all levels do better academic work and have higher aspirations, more

positive attitudes, and other positive behaviors if their parents are engaged with school (RouletteMcIntyre, Bagaka, & Drake, 2005). In fact, research has linked school-parent engagement to elements of academic success, including more positive attitudes towards school, better grades, and higher test scores. Immigrant parents highly value education and want their children to succeed. Although first generation families often have high academic expectations for their children, studies have found that they are less likely to be engaged with schools than parents born in the United States. Compared to parents born in the U.S., first generation parents are less likely to engage with schools in ways like visiting their childrens school, attending school activities and events, helping with homework, and talking to teachers and school staff (Thao, 2009). According to a study by the Northwest Regional Educational Laboratory (2003), there is a misperception among teachers, administrators, and other school staff that immigrant parents do not care about their childrens education because of their lack of direct involvement and contact with the school and teachers. However, research shows that this perception is incorrect; immigrant parents highly value education and hold high educational expectations for their children, but they might not have the resources to partner with schools in the way that schools expect. Schools across the country have recognized the need to increase student achievement. It seems that educators and legislators are looking for a solution that will apply equally to all

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

schools and all children. In reality, the challenge of increasing achievement with the most at-risk communities is more complex than a one-size-fits-all solution. Several studies have demonstrated that there are specific indicators and interventions that increase immigrant student achievement through school-family engagement. The purpose of this literature review is to examine these indicators and interventions to better understand how schools can use systems to engage with immigrant families and increase student achievement. Overview of the Problem Schools across the country struggle to engage themselves with the immigrant families in their community. Although the connection between school-family engagement and student achievement may be recognized by the research, the systems that many school districts use to engage with families favor the dominant social power structure and may not be sensitive to the possibility of different types of relationships between schools and families (Lareau, 1987). Similarly, the norms for engaging with first generation immigrant families may need to be different from how the school engages with other family groups (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey, 2005). While it seems to be a tacitly accepted expectation for parents of children in the United States, active participation in school-based learning can be perceived as disrespectful in some first generation immigrant families (Hoover-Dempsey, 2005; Green, 2007). Additionally, first generation immigrant families may have low self-efficacy when it comes to engaging in school-based engagement models (Green, 2007). There are several preferred models of school-family engagement that build social capital and capitalize on the strengths of first generation immigrant families in order to build strong relationships and increase the achievement of first generation students (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey, 2005; Warren

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

& Mapp, 2011; Powell, Zambrana , & Silva-Palacious, 1990; Walker, Ice, Hoover-Dempsey, & Sandler, 2011). Interventions and indicators of immigrant family engagement potential have been studied by a number of education researchers. These studies have generally focused on the following questions: (a) What are the connections between family engagement and achievement? (b) How does parental self-efficacy and role connection impact the school-family partnership process? (c) What is the importance of building cultural capital to the school-family partnership process? (d) How do immigrant communities view home-based vs. school-based engagement? (e) parental engagement barriers facing immigrant families? (f) What are the preferred models for schoolfamily partnerships? Definition of Terms Social/Cultural Capital. An understanding about how to navigate complex societal systems. Self-efficacy. A persons belief that he or she can act in ways that will produce desired outcomes (Green et al., 2007). First generation. The first members of a family to immigrate to a country; foreign born. Summary of Research Methods Types of Studies All but one of the studies in this review were primary. The data was split down the middle between qualitative and quantitative data. These eight studies utilized two different research methods. The majority of the data was gathered through questionnaires with parents, as well as their children. In addition, there were observations in the classroom. Of these studies, all were longitudinal and were published in the early 2000s. Participants

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT Purposeful samples were used to obtain participants for all of the studies reviewed.

Participants in the Bryk (2010) study were students in urban classrooms in Chicago; the original sample group was made up of two schools, both with 100% minority student enrollment. The subsequent testing used longitudinal data from 100 inner-city urban schools in Chicago. All schools from this study were used to test and validate a framework for school improvement indicators. The Hoover-Dempsey studies (Hoover-Dempsey & Sandler, 1997; HooverDempsey, 2005; Walker, Ice, Hoover-Dempsey, & Sandler, 2011) used different sample groups to test the same framework. One Hoover-Dempsey study from 2005 surveyed 853 parents of first through sixth grade children who were enrolled in a diverse public school system in the midsouth. Hoover-Dempsey and Sandler (1997) also surveyed 877 parents of elementary and middle public school through a questionnaire. These survey respondents were made up of 82% females; 32% were white and 36% were African American. The respondents had a mean family income of 20,000-30,000. The qualitative questionnaire used to align Latino family engagement with the Hoover Dempsey model surveyed 147 Latino parents in a small school district in the southeastern United States. All parents in this study were first generation immigrants and 75% of them were female. A qualitative study of 415 third to fifth graders from seven neighboring elementary schools in the southeastern United States who qualified for free and reduced lunch was also included. Students were immigrant children and Caucasian children; 15% were Hispanic/Latino, 34% were African American, and 51% were Caucasian; This qualitative study was performed to assess parental involvement. Powell, Zambrana and Silva-Palacios looked at 121 urban low income Mexican immigrant families and compared this with the experience of Mexican American families. Interviews were conducted with the mothers to determine preferred parental programs. One additional early study gathered qualitative data on how different social

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT classes engaged with schools through observations in two schools; all students and families observed in this sample were white. The qualitative study was done to look at how economic factors affect school-family engagement and how schools reinforce the dominant culture with their engagement systems. Measures

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The data used in this review was collected using a variety of methods. One study utilized a Likert scale questionnaire to assess parental involvement in their childrens lives. This study examined parental motivational beliefs and the consequences of parental involvement in their childs education. A factor analysis was completed at the end of the study. A longitudinal study that examined the academic achievement of 100 Chicago school was also examined. Five different categories were studied including: coordination of instructional schools, cohesive faculty, strong parent-community connections, safe and orderly conduct and principals who engage in instructional leadership. The factor analysis uncovered that schools with higher achievement scored well in the five categories. Another longitudinal study examined teacher requests for parent involvement in two schools: one school was located in an upper middle class neighborhood and the other school was located in a working class neighborhood. In an additional study 415 students were surveyed using either 4-point or 6-point ordinal scales as well as a frequency scale with options including never, sometimes, often and always. Five categories of parent educational involvement at home and school were examined. The categories include: discussing educational topics with child, helping with homework, managing the childs time, managing childs time on literacy and nonliterary activities and parent educational expectations for their child. In addition, a dependent academic achievement was collected using teacher reports. A 5-point ordinal measure assessed childrens grades in math and reading ranging from

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

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A to F. A Chi-square analysis and a t-test were performed after the data was collected. In a study of 121 Mexican-immigrant and Mexican-American mothers a quantitative study was used to determine preferred program delivery, group composition, interpersonal aspects of group participation and potential program content. A Chi-square analysis and a t-test were also performed after the data was collected. Summary of Research Results Connections Between Family Engagement and Achievement There is a vast amount of evidence that exhibits the dynamic relationship between parental involvement and the academic success of a child. Epstein (1989) supports that families who create a home environment that promotes learning has a positive impact on student outcomes that reflect security, respect for the parent, improvements in attendance, and an understanding of the significance of school. Furthermore, similar research also proves that when teachers assign homework that incorporates a necessary component for the parent to help the child at home, the child reflects an increase in homework completion and achievement in the skills that are practiced at home (Epstein, 2001). However, a study conducted by HooverDempsey (2005) suggests that although parental involvement has a profound impact on immediate measures of achievement, these same contributions from parents have an influence on student characteristics that lead to achievement. This research maintains that the role that parents have in developing these attributes supports positive attitudes in children about school related work, a personal viewpoint that reflects competence for school-work, and an awareness of strategies that display successful engagement with school responsibilities (Hoover-Dempsey, 2005). Among these characteristics, Hoover-Dempsey asserts four major attributes that include

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT academic self- efficacy, a fundamental motivation to learn, self-regulatory strategy habits, and social self-efficacy in order that students can better relate to their teachers. Impact of Parental Self-Efficacy and Role Connection The decisions that parents make in order to become involved in their childs education are often dependent upon their own ideas about what will result in their involvement activities.

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Positive opinions regarding efficacy for helping ones children do well in school are linked with an increase in parental involvement among all grade levels of students. Self-efficacy is influenced by the success a parent experiences through their own involvement, the perceived favorable outcome experienced by others involvement, and encouragement by others (Green, Walker, Hoover-Dempsey, & Sandler, 2007). Like self-efficacy, parental role development is socially constructed. The beliefs that a parent holds about what they should do in relation to their childs education provide a powerful framework for the role activity of that parent. Simply stated, if a parents maintains an active role construction for their childs education, that parent is much more likely to become involved. These ideas of a parents social constructs are concepts of increasing concern as research continues to grow on parental involvement. In a study conducted in 2007, researchers concluded that the parents interpersonal relationships with children and teachers proved to be the primary motivator behind parents involvement in their childs education (Green, et al., 2007). Although there is a growing amount of research available that proves that successful students have families who are involved in their childs education, educators in schools report that the only time they contact families is when the students are in trouble. This disengagement that occurs between knowledge and behavior is occasionally amended by partnership programs that involve the family as well as the school. When secondary school teachers were asked in a

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT

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recent survey what some of their challenges are, 97 % reported that working with parents is one of their biggest challenges. However, of those educators surveyed, nearly all participants believed that parental involvement was important. Despite the fact that almost all parents value education, many say that they need more information about their childs development, school programs, college planning, and community programs. Access to this wide range of information becomes more readily available through the partnership programs that are created in order that parents from all backgrounds can become more involved (Epstein, 2008). Building Social Capital When families enter schools without knowledge about how to navigate the various systems in place, there are barriers to student achievement. Studies by Bryk (2010), Lareau (1987), and Walker, Ice, Hoover-Dempsey, & Sandler (2011), all emphasize the need for schools to build social capital in order to increase achievement in their most at-risk communities. Oftentimes, first generation families lack the resources that they need to navigate complex societal systems in their new country. Research demonstrates that building social capital amongst first generation families increases parental self-efficacy which in turn increases achievement. Generally, schools reinforce the dominant culture when they engage with families (Lareau, 1987). When a family enters a school system without the knowledge or resources to navigate its complexity their child is at an immediate disadvantage. The data show that most schools who operate by traditional means of of family engagement, disenfranchise their most vulnerable families. Because middle - upper class families generally have more flexibility in their schedule, they are able to participate in the traditional forms of engagement which include conferences during the school day, Open House, and phone calls between school and home.

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT There are also expectations that schools place on families with regards to helping out with homework and reading tasks at home. Working class families and first generation families do not often have the flexibility in their schedules nor the resources to engage with their childs education in these ways (Lareau, 1987; Walker, Ice, Hoover-Dempsey, & Sandler, 2010). Because these are the ways that schools choose to engage families, they reinforce the existing

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dominant paradigm; children and families who enter into school with the familiarity to navigate these systems are going to adjust and prosper within them. Home-based vs. School-based Engagement The need for parental engagement with students schoolwork can be seen as a decidedly American concept. In order to achieve at high levels, parents are often enlisted to work on certain skills such as reading, writing, and math while at home with their children. Working class and immigrant families often do not have the time or resources to work on these skills while at home with their children (Lareau, 1987; Walker, Ice, Hoover-Dempsey, & Sandler, 2010). Because schools often expect this type of engagement, when families dont partner in this way schools may assume that working class and first generation families do not care as much about their childrens education (Thao, 2009). This is a misconception that leads to schools disenfranchising many vulnerable populations. First generation families care a great deal about the education of their children, but the framework for engagement with schools is often a cultural barrier for these families. American schools expect parents to be receptive to invitations to come to school and partner with the teacher in the education of the child. For many immigrant cultures, getting too involved with the school in the education of their child can be seen as a marker of disrespect; the school educates the child in academics while the family is responsible for the moral education of the child

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT (Walker, Ice, Hoover-Dempsey, & Sandler, 2010). This huge cultural miscommunication can set-up a barrier of mistrust and misunderstanding. However, many first generation families recognize the need to form different relationships with schools in the United States in order to achieve a successful academic program for their child. When schools engage with immigrant

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families in a way that increase parental self-efficacy, there are often positive results. Parents feel motivated to actively engage in school-based partnerships when they believe it will have a positive outcome (Walker, et al., 2010). This increase in parental self-efficacy can have a positive impact on school achievement. A study by Bryk (2010) showed that schools that have strong parental and community engagement have increased attendance and safety structures in place. In this 2010 longitudinal study of over 100 schools in Chicago, Bryk found strong parentcommunity-school ties and learning climate to be two of the most important five interventions for increasing student achievement. Parental Engagement Barriers Facing Immigrant Families The American education system is supposed to give students an equal chance to succeed but this is not the case. There are several factors that contribute to an immigrant parents ability to play an integral part in their childs academic success. Immigrant families often face many challenges that include but are not limited to low socioeconomic status (SES), racial discrimination and parent education and English fluency. First, parents from lower SES have fewer financial resources to allocate towards the academic achievement of their children. These parents cannot afford educational materials such as books, study guides and tutors that put more affluent students in an advantageous position. Immigrant parents often work long hours at low paying jobs where they have to allocate more hours for work leaving less hours for their family (Behrman & Shields, 2004). As a result these families have less time to dedicate to insuring their

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT childs success in school. Second, immigrant children and their families often face racial discrimination from schools. Schools serving a high concentration of immigrant families often have less money and resources for students. Also, these teachers lower their expectations for

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immigrant students often viewing improving their academic achievement as hopeless because students dont have the social and cultural capital required to be successful. Immigrant parents often dont feel comfortable at schools because of their lack of education and English fluency so they choose not to engage with the school. Teachers often interpret this behavior, as the parents being apathetic, which leads to negative consequences for students. Teachers are more likely to spend more time helping students of involved parents because they feel that their parents care (Hill & Craft, 2003). Immigrant families and students often have high academic achievement goals entering the U.S. but due to negative experiences within the school systems their feelings often change. Third, parents with little to no formal education may display lower parent involvement because they feel intimidated by schools and teachers. About 40% of immigrant fathers and 23 % of immigrant mothers are not high school graduates (Behrman & Shields, 2004). Lower educational attainment may hurt parents ability to help their child with homework and their familiarity with educational resources available in the community (Lee & Bowen, 2006). This lack of formal education helps explain why many immigrant parents are not fluent in English. This language barrier inhibits a parents ability to fully engage with schools. It also can have negative effects on the family dynamic. Children often act as translators for parents, drastically shifting the power dynamic within a family. Children are forced into adult roles, which can lead to more stress due to added pressure and be a source of embarrassment for parents when communicating with teachers. Preferred Partnership Models

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT Assessing the best ways to engage and inform parents is another vital component in family engagement practices. Many immigrant and minority families have been neglected and socialized to be disengaged from the school system; due to lack of English fluency or cultural

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norms that emphasize that a parents place is not in the school. Even though many these parents want the best for their children they often lack the social capital required to help them. Powell, Zambrana, & Silva-Palacious (1990) found the best way to increase parent social capital was to empower individuals in the community (preferably parents with older children) to become parent leaders. These leaders would serve as the liaison between parents and the school system. Their study found that parents feel more comfortable when a parent in their community was leading group activities. Cultural and language understanding had a significant impact on parents willingness to participate in activities. Having that establish bond and trust was very important for families in the study because parents often worried that outsiders (teachers and social workers) would judge their desire for help and ignorance about the school system as being an incompetent parent. In assessing recruitment and retention in this study Powell, Zambrana ,& Silva-Palacious (1990) found the most important thing for parents was helping your child have a better life than yours. (p. 303). The high number of responses to this statement shows that immigrant and minority parents want the tools to help their children succeed. In order to create successful community partnerships Warren and Mapp (2011) believed that organizations need to focus their efforts on transforming communities, individuals and institutions. Their community engagement model draws from practices of Saul Alinsky, the father of community organizing (1930s) who felt community leaders must mobilize individuals to positively impact the community as a whole. Transforming a community takes individuals inside the community to see problems as we (p. 231). By establishing a shared fate with people

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT across ethnic and socioeconomic lines communities are able to build continuity amongst each other. The organizations studied accomplished this through listening campaigns, where

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researchers listened to the issues affecting those in the community and in doing so identified that most people in their respective communities shared common problems and histories. Mike Sayer of Southern Echo in the Mississippi Delta illustrated this by stating, What was remarkable in each of these counties, people thought they were unique, that their situation was absolutely the worst of the worst (p. 142). Through Southern Echo the community identify that they didnt have an I problem but a we problem. By drawing on their common experiences and shared culture Southern Echo was able to establish a sense of community, togetherness and power to challenge those in charge. In order to transform the individual Warren and Mapps emphasized the importance of building social, intellectual and leadership capital of regular citizens. This aspect of community organizing comes from Alinskys iron rule which states never do for others what they can do for themselves (p. 237). This is an important part of giving citizens the capital necessary not only to act but to be vital cogs in the process of change. The Logan Square Neighborhood Association (LSNA) in Chicago puts an emphasis on the personal and political growth of its members, going as far as requiring its members to earn a GED or learn English (p. 177). All the organization studied found that encouraging members and leaders within an organization to feel personally responsible for the outcomes within their community was the best method to achieve desired outcomes. LSNA regularly holds workshops within the community to build the social capital of its members empowering them to take further action. Finally, transforming institutions and creating paradigm-shifting policies to best serve low-income populations should be each communitys goal (p. 239). It is important for institutions to set shorter-term goals, what Padres y Jvenes Unidos (PJU) refers to as an initial win to be a

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT catalyst for further action from the community (p. 129). PJU struggled for equal college

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readiness opportunities for Latino students in Denver but realized that this issue was a part of a larger societal problem. Through the process of fighting for educational equality they ensured that the young people and parents in the community had a unified voice in the educational decisions of their district. The groups studied differed in geographic area and ethnicity but Warren and Mapp identified common traits they shared. The best way to achieve the systematic change necessary to improve the lives of young people in immigrant and minority communities is to work collaboratively and consistently. The onus must be placed on those within a community: parents, teachers, students and community leaders to demand change and work collectively to make a difference. Discussion Strengths The strengths of the research on immigrant family and school engagement that can be found in this review include the following:
1. The research used longitudinal studies to measure levels of family and community

engagement over a period of time.

2. Recent research is growing on parental involvement within immigrant families

providing this review with relevant up-to-date studies.

3. Diverse populations were included in many of the studies. 4. Qualitative and quantitative data was gathered. 5. Most studies included large sample groups. 6. One study had a sample groups of over 100 schools to test the framework.

Limitations

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT The limitations of the research on immigrant family and school engagement that can be found in this review include the following:

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1. All of the schools used to test framework in one study were urban schools. 2. Lack of adult male participants across studies. 3. Disproportionately large number of Latino/Hispanic participants across studies. 4. Family engagement models are hard to duplicate across different ethnic and social

communities.
5. One early study on how socioeconomic status impacts family engagement included

only white families.

6. In one of the studies parent questionnaires were given to the children from the school

which put responsibility ultimately on the children to ensure the questionnaires were returned back to the school. Conclusion Parents and the families they lead need support in order to effectively engage in their childs education. It is imperative that a parent has constructed a sense of self-efficacy in order to become involved. The parent must also understand the direct positive academic outcomes their child can achieve through their involvement. Despite what many teachers and administrators in the school system assume, immigrant families are highly interested in their children succeeding in school. However, immigrant families have innumerable barriers that limit their access to the same resources and opportunities that other families in the school system may have. Research has shown that some of the most vulnerable populations within immigrant families are further marginalized through a lack adequate social capital. In addition, immigrant families often maintain cultural norms that hinder their involvement with their childs education and

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT subsequently limit the academic potential of their children. With all of this being said,

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immigrant families need various systems in place in order to gain the resources and provide them with equal opportunities that will allow them to effectively engage in their childs education. Empowering individuals in the community to become involved is increasingly important to provide adequate opportunities to immigrant families. Careful consideration of the concepts discussed in this review will better inform the necessary systems that serve immigrant families and increase student achievement in schools through parental engagement.

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT References Brandt, R. (1989). On parents and schools: A conversation with Joyce Epstein. Educational Leadership, 47(2), 24. Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30. Epstein, J. L. (2001). More than minutes: Teachers roles in designing homework. Educational Psychologist, 36 (3), 181-193. Epstein, J. L. (2008). Improving family and community involvement in secondary schools. Education Digest, 73(6), 9-12. Green, C. L., Walker, J. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents motivations for involvement in childrens education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544.

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Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95, 7483. Hoover-Dempsey, K.V. (2005). The Social Context of Parental Involvement: A Path to Enhanced Achievement. Nashville, TN: Vanderbilt University. Hoover-Dempsey, K.V., and Sandler, H.M. (1997). Why do parents become involved in their childrens education? Review of Educational Research 67, 342. Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85. Lee, J., & Bowen, N. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal,43(2), 193218.

Running head: IMMIGRANT FAMILY AND SCHOOL ENGAGEMENT Northwest Regional Education Laboratory (2003). Building trust with schools and diverse

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families: A foundation for lasting partnerships. Portland, OR: Brewster, C., & Railsback, J. Powell, D. R., Zambrana, R., & Silva-Palacios, V. (1990). Designing culturally responsive parent programs: A comparison of low-income mexican and mexican-american mothers' preferences. Family Relations, 39, 298-304. Roulette-McIntyre, O., Bagakas, J. G., & Drake, D. D. (2005). Identifying aspects of parental involvement that affect the academic achievement of high school students. ERS Spectrum, 23(2), 32-37. Shields , M. K., & Behrman , R. E. (2004). Children of immigrant families: Analysis and recommendations. Children of Immigrant Families, 12(2), 4-15. Thao, M. (2009). Parent involvement in school: Engaging immigrant parents. Retrieved on July 31, 2012 from www.wilderresearch.org. Walker, J. M., Ice, C. L., Hoover-Dempsey, K. V., & Sandler, H. M. (2011). Latino parents motivations for involvement in their childrens schooling: An exploratory study. The Elementary School Journal, 111(3), 409-429. Warren, M. R., & Mapp, K. L. (2011). A match on dry grass: Community organizing as a catalyst for school reform. New York: Oxford University Press.