Parental Involvement in Education: A Comparison of English and Spanish Speaking Parents

Authors

Lisa Kelly-Vance, University of Nebraska at OmahaFollow
Collette Nero, Omaha Public Schools
Juan F. Casas, University of Nebraska OmahaFollow
Carey S. Ryan, University of Nebraska at OmahaFollow
Bridget O. Ryalls, University of Nebraska at OmahaFollow
Sarah A. Kurien, University of Nebraska at Omaha
Angela Ferguson, University of Nebraska at Omaha

Document Type

Article

Publication Date

2006

Publication Title

New Mexico Review

Volume

14

Issue

1

First Page

15

Last Page

25

Abstract

We examined the educational involvement of English speaking and Spanish speaking parents of students in a Dual Language Program. Parents responded to open-ended questions about how they were involved, what they would like to be involved in but were not, and what barriers prevented them from being more involved. Monitoring/assisting with homework was the most frequently mentioned involvement activity fir both groups, followed by reading with their children, school involvement and communication, and providing social and emotional support to their children. The top areas in which parents wanted to do more were school involvement and communication, social and emotional support, homework assistance/monitoring and parental development. Time and language/educational issues predominated as barriers to parental involvement with the former cited more by English speaking parents and the latter more by Spanish speaking parents.

Recommended Citation

Kelly-Vance, Lisa; Nero, Collette; Casas, Juan F.; Ryan, Carey S.; Ryalls, Bridget O.; Kurien, Sarah A.; and Ferguson, Angela, "Parental Involvement in Education: A Comparison of English and Spanish Speaking Parents" (2006). Psychology Faculty Publications. 85.
https://digitalcommons.unomaha.edu/psychfacpub/85