Latino immigrant family involvement: Feelings of belongingness and attachment in an urban elementary school
Ed.D. Doctor of Education
Educational Services and Leadership
College of Education
Johnson, Ane Turner
Committee Member 1
Fitzpatrick, Mary Ellen
Committee Member 2
Hispanic American families; Education, Elementary--Parent participation
Bilingual, Multilingual, and Multicultural Education | Elementary Education
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.
Hibbard Pond, Christel Marie, "Latino immigrant family involvement: Feelings of belongingness and attachment in an urban elementary school" (2018). Theses and Dissertations. 2611.
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons