Educational Progress and Parenting Among Mexican Immigrant Mothers of Young Children

This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through the educational system in the United States, which often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS‐K). The results suggest that mothers who pursued their own schooling over a 4‐year period, regardless of whether they obtained a degree, increased their engagement with their children's schools during that same period. The results appear to be robust to a wide range of factors that select women into continuing education.     

Increasing parental involvement of English Language Learner families: What the research says

The nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US's public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children's education, many immigrant, refugee, and ELL parents experience their relationships with their children's schools very differently from mainstream English-speaking families. Schools often struggle to meet the unique instructional and linguistic needs of these students, and communities with large ELL populations face the additional challenge of communicating with parents, who may have limited fluency in English and comparatively low levels of literacy in their native languages [Arias, M. B., and M. Morillo-Campbell. 2008. Promoting ELL Parental Involvement: Challenges in Contested Times. Education Policy Research Unit. http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf.]. Additionally, immigrant and ELL parents may have had negative experiences with educational institutions or less exposure to formal schooling. Thus, for schools to increase parental involvement most effectively, both traditional and nontraditional approaches to family engagement must be implemented within practices that are culturally and linguistically appropriate. This article provides an overview of the barriers that limit ELL parental involvement, recommends strategies that promote family engagement, and concludes with a case study of one public school district's successful outreach efforts.     

Economic Well‐Being in Salvadoran Transnational Families: How Gender Affects Remittance Practices

This article examines how migrant parents' gender affects transnational families' economic well‐being. Drawing on 130 in‐depth interviews with Salvadoran immigrants in the United States and adolescent and young adult children of migrants in El Salvador, I demonstrate that the gender of migrant parents centrally affects how well their families are faring. Gender structurally differentiates immigrant parents' experiences through labor market opportunities in the United States. Simultaneously, gendered social expectations inform immigrants' approaches to parental responsibilities and remitting behaviors. Remittances—the monies parents send—directly shape children's economic well‐being in El Salvador. I find that even though immigrant mothers are structurally more disadvantaged than immigrant fathers, mother‐away families are often thriving economically because of mothers' extreme sacrifices.     

Black Mothers' Perceptions of the Role of Race in Children's Education

Many Black parents consider racial climate and academic quality when thinking and making decisions about their children's schooling experiences. However, few studies have directly asked Black parents about the role they believe race will play in their children's schooling, if any. The authors interviewed 76 Black mothers (M_age = 34; SD_age = 6.67) of children entering first grade (M_age = 6.13; SD_age = 0.36), asking what role they believed race would play in their children's schooling. The authors found that mothers considered the racial composition of the school and the perspectives and behaviors of teachers and the administration to be important factors when assessing the role of race in their children's education. Mothers were also particularly concerned about the discrimination their sons may face because of their position as Black boys. Given these contextual factors, mothers considered themselves to be protective agents through their involvement in their children's academic lives.     

Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children

This paper considers the ways in which parents talk about choosing secondary schools in three areas of Greater Manchester. It argues that this can be a moment when parents are considering their own attitudes to, and shaping their children's experiences of, multiculture. Multiculture is taken as the everyday experience of living with difference. The paper argues that multiculture needs to be understood as shaped not only by racialized, ethnic or religious difference (as it is commonly understood) but also by other differences which parents may consider important, particularly class and approaches to parenting. We stress the need to examine what parents say about schooling in the context in which they are talking, which is shaped by local areas and the experiences of their children in primary schools. Based on interviews with an ethnically mixed groups of parents from different schools, we show how perceptions of the racialized and class demographics of schools can influence parents' choice of secondary schools. The paper also argues that attention needs to be paid to the ways in which terms such as ‘multicultural’ and ‘mix’ are applied uniformly to very different contexts, be they particular schools or local areas, suggesting there is a paucity of language in Britain when talking about multiculture.     

Fitting it all in: how mothers' employment shapes their school engagement

Although incompatibilities between work and home life are well studied, less is known about the implications of employment for another key life role, particularly for working mothers: being a ‘school-engaged parent’. Using data from in-depth interviews with 17 employed mothers in a mid-size Midwestern city, recruited from a diverse sample of 95 survey-taking parents, we examined the mechanics of how mothers' employment conditions shaped their involvement in their children's schools. We observed patterns between occupational status – professional and low-wage jobs, particularly – and when and how mothers engaged. Some with job schedule flexibility and paid time off were more often and easily able to participate in school activities, while others faced barriers to or negative consequences from using such supports. Several mothers lacked any time-related accommodations from their jobs. Yet all mothers pushed themselves to be involved, even as they had to make hard calculations about their work lives to do so. The findings extend research on the ‘life’ side of work–life research and point to the limits of U.S. education reform's emphasis on family engagement, suggesting that varied bundles of employment conditions stratify parents' school participation in ways that may be difficult for schools to accommodate.     

IMPLICATIONS OF INTERNET TECHNOLOGY FOR MEDICAL SOCIOLOGY IN THE NEW MILLENNIUM

This research examines how parental heterosexism—negative attitudes toward homosexuals and homosexuality—and other family characteristics relate to the development of children's attitudes toward people with HIV/AIDS (PWA). Attention is directed to the overall relationship between parents’ and children's attitudes and to the potential mechanisms through which these linkages are manifested. Based on social learning theories of childhood socialization, a range of mechanisms is considered, focusing on heterosexist attitudes in parents and communication with children about AIDS. Findings indicate that parental attitudes concerning homosexuals influence children's attitudes toward PWA, implying that there can be negative as well as positive consequences of parents’ beliefs on children's attitudes. The possibility of negative parental effects on children's prejudices toward PWA suggests that in-school HIV/AIDS education at younger ages is more important than previously thought.     

Parents' hopes and expectations for their children's future occupations

Qualitative research has generated important insights into the intersection of social class, parental values and children's experiences of education and their role in the reproduction of inequalities. There has been less analytic engagement with parents' expectations and aspirations regarding their children's future occupations. Such expectations and aspirations have attracted much research and policy interest. Typically, analyses have been quantitative and focused on outcomes for children. Whilst parental expectations are deemed very influential for children's future occupational outcomes, there is relatively little evidence on the shaping of such expectations, or the ways in which future work and occupations are discussed between parents and children. This article reports on an analysis of parents' ideas about their children's future occupations and the contexts in which these ideas accrue meaning. Drawing on primary data from interviews with parents we explore diversity within, as well as across, social classes. First we explore parents' expectations and aspirations for their children's future occupations. Secondly we consider how parents see their own role in shaping such futures. The evidence highlights the salience of parents' own biographies and class backgrounds in shaping their orientations to, and manner of engagement with, their children's futures. Thirdly we briefly explore how parents' expectations and engagement with their children play out in class differentiated ways as their children approach early adulthood.     

“No One Will Speak for Us”: Empowering Undocumented Immigrant Women Through Policy Advocacy

This article draws on data from an exploratory study involving an organized group of Mexican immigrant mothers engaged in community-based policy advocacy in the Pacific Northwest. Participants in the project lobbied state legislators on bills expanding the rights of undocumented immigrants—most notably, bills granting access to in-state tuition and driver’s licenses. In-depth interviews (n=12) reveal that through this process, participants came to see themselves as political subjects, despite their unauthorized legal status. Findings reveal that participants’ engagement in the policy process is centered on the idea of expressing needs and reflects their interest in improving individual, family, and community well-being. In this sense, their participation in politics flows from their roles as mothers and caregivers. By illuminating the experiences of a group—undocumented immigrant women—often overlooked in research on immigration policy and practice, this case offers a counter-narrative to the dominant portrayal of immigrant women and suggests ways to integrate community organizing and collective action into policy practice.     

The Perspectives of Latina Mothers on Latina Lesbian Families

The purpose of this study was to explore the attitudes and perceptions of 15 Latina mothers towards Latina lesbian parents. A semi-structured interview guide was used to collect the data. While most respondents reported that Latina lesbians' parenting children was normal, they were concerned that by being raised by the Latina lesbian mothers, the children would be confused about their own sexual preference and that they would be teased by their peers. Respondents also reported that children raised in a lesbian household without having a male figure might experience difficulties in adjustment. Respondents reported that religion, how they were raised, and the Latino culture impacted attitudes toward lesbians as parents. Implications of findings are discussed.     

A comparative study of conflicts experienced between immigrant parents in Canada and in Israel,and professionals in educational institutions about appropriate responses to children's misbehavior

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children's misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants' current expectations of teachers' behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.     

Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

This study uses interview and survey methods to describe the International Baccalaureate (IB) Diploma Programme's (DP) development of students' “academic civic mindedness” and “model citizenship” at four public schools in California. Results indicate that the DP pedagogy enables students to develop many of the skills that are necessary for civic advocacy and that the DP places a strong emphasis on students' knowledge of issues related to public policy. The DP develops students' citizenship through promoting their awareness of political and social issues and required active engagement with a local or global issue. Most IB students and teachers feel that the DP develops students' academic civic mindedness and model citizenship to a considerably greater extent than other curricular alternatives. Finally, teachers feel that the strongest limitation to their prioritization of students' citizenship development is their lack of clarity on how to frame the civic implications of what they teach.     

Of Roots and Wings: Letting Go of the College‐Bound Child

This article examines how parents experience the process of “letting go” of their college‐bound children. The focus of our analysis is on how the parents evaluate the meanings of their children's leaving home and adopt strategies to facilitate the process for both themselves and the departing child. Our analysis is based on interviews with thirty sets of parents. The interview materials allowed us to recognize and then parse the paradoxical task faced by parents of fostering “attached individuation” for both themselves and their children. We address four broad and persistent themes that emerged from our conversations with parents. First, we consider how parents manage the range of sometimes‐conflicting emotions generated by the letting go process. Second, we analyze the content of parents' worries as a good unobtrusive measure of how they understand the transition to college as a ritual marker in their children's lives. Third, we show how negotiations about geography—about proper distance from home—in choosing a college reflect efforts to impose a measure of gradualism into the letting go process. Fourth, we report on how parents theorize the impact of a child's departure on family relationships in general.     

Of Ships and Seals and Postage Stamps

This article describes a method—Collaborative Civics Conference Protocol (3CP)—that teachers can use with any civics education program to engage students in meaningful collaborative assessment of each others’ thinking and writing and to make connections between civics activities and essential social studies content. Borrowing from the Writer's Workshop model and Seidel et al.'s (1997) peer conference protocol, 3CP provides teachers with a procedure to guide their students through substantive conversations about the process of civic engagement, as well as how their projects connect to the big ideas in history, geography, economics, and civics content. Similar to writer's workshop, 3CP compels students to take responsibility for their own learning and for contributing to the learning of their classmates. An essential component of the model, peer conferencing engages students as critical friends who share their thinking, planning, and writing who then give, receive, and react to feedback from their classmates.     

Young Children's Everyday Civics

Civic education for our youngest citizens faces two challenges if we want to imagine new possibilities. First, the field of social studies uses frames of analyzing citizenship education based on studies of older students. Second, predetermined adult ideas (and ideals) of what it means to act civically dominate our conceptions of civic education for young children. Drawing on data from a yearlong multivocal video-cued ethnography, this article argues that social studies needs to focus on the everyday, embodied ways that young children act civically. Using a vignette from a typical day, this article illustrates how young children's everyday relationships and interactions highlight a different vision of being civic—a more caring and relational idea of the common good. When we recognize young children's construction of a common good in their smaller, yet no less important, civic spaces of school, we can expand our notions of civic education.     

Racialized Tokens: Latina Teachers Negotiating,Surviving and Thriving in a White Woman’s Profession

Previous scholarship on tokenism in professional occupations analyzes the ways white men exclude white women in male-dominated jobs. This study provides a glimpse of one organization, elementary schools, where white women exclude Latina women in a feminized occupation. Drawing on multiple methodologies, this paper analyzes Latina teachers’ workplace experiences in Santa Ana, a Southern California Mexican immigrant city. The article compares the experiences of Latina teachers working at one school where over 70% of teachers are of Latina origin and three schools where 20% of teachers are Latinas. The author coins the term ‘racialized tokens’ to illustrate how the inextricable link of race, gender and class combine to shape the workplace experiences of Latina teachers who work as numerical minorities among a majority of white colleagues. Since Latina teachers are ‘racialized tokens’ in these spaces, the author argues that in the presumably post-racial era of diversity and multiculturalism in the U.S., Latina teachers do not long for racial integration with white women in their workplaces, rather, they choose to self-segregate because of the comfort and safety self-segregation provides.     

Parental Influence on Child Career Development in Mainland China: A Qualitative Study

Compared with adolescents and adults, there is little research that examines child career development and especially how parents might influence such development. This is especially true in Mainland China, where family life is highly valued. This study used interpretative phenomenological analysis to examine how Mainland Chinese parents influence the career development of their 5th‐grade children. Six superordinate themes were identified from both the children's and the parents' perspectives: responding to career curiosity, influence on career gender stereotypes, emphasizing the importance of education, encouraging independent career decision making, providing opportunities for career interest development, and mothers as career role models. Suggestions are offered for future career development learning programs and research.     

Marital Satisfaction,Family Emotional Expressiveness,Home Learning Environments,and Children's Emergent Literacy

The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool‐aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher maternal satisfaction was associated with higher levels of positive and lower levels of negative family emotional expressiveness. Additionally, family emotional environments characterized by mothers with higher positive expression were related to better home learning environments, which in turn were associated with higher literacy skills in children. Study findings underscore the importance of marital and family processes when considering young children's academic development.     

Expressive Vocabulary in Language Learners From Two Ecological Settings in Three Language Communities

This study compared multiple characteristics of girls' and boys' vocabulary in 6 different linguistic communities—1 urban and 1 rural setting in each of 3 countries. Two hundred fifty‐two mothers in Argentina, Italy, and the United States completed vocabulary checklists for their 20‐month‐old children. Individual variability was substantial within each linguistic community. Minimal cross‐linguistic differences were found in children's vocabulary size; however, differences among languages in the composition of children's vocabularies appeared possibly related to cultural valuing of different categories of words. Ecological setting differences within cultures appeared in children's vocabulary size, even when the composition of children's vocabularies was examined: Children living in urban areas were reported by their mothers to say significantly more words than children living in rural areas, particularly for Argentine and U.S. children. Girls had consistently larger vocabularies than boys. These findings are discussed in terms of contextual and child factors that together influence first language learning.