Date Approved

10-10-2018

Embargo Period

10-12-2018

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ane Turner

Second Advisor

Fitzpatrick, Mary Ellen

Third Advisor

Wassell, Beth

Subject(s)

Hispanic American families; Education, Elementary--Parent participation

Disciplines

Bilingual, Multilingual, and Multicultural Education | Elementary Education

Abstract

The purpose of this qualitative case study was to explore the relationship between Latino immigrant family involvement and feelings of belongingness and attachment in relation to the school community. This study explored how Latino immigrant family voices described their feelings of belongingness and attachment by investigating the linkages between Latino immigrant family beliefs and social capital relating to school involvement and perceptions of belongingness. This study used theories of attachment and belongingness to understand the relationship between family feelings of belongingness, attachment, social capital, and family involvement in the school community. Findings of the study revealed that although Latino immigrant family members may often not see the importance of becoming involved in their child's education within the school community, they did value their child's education. Latino immigrant family members benefited from translational tools, via written or oral communication, in order to bridge the gap between school home connections and build upon social capital and feelings of belongingness. Although there were cultural differences, Latino immigrant family members and educators embraced opportunities to be involved and to involve families within the school.

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