Giving voices to Mexican immigrant parents: a mixed methods study of perceptions on the transition to school

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jennifer M. Beasley (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Danielle Crosby

Abstract: The transition to formal schooling is thought of as a critical educational experience for all children and their families. This transition may be especially critical for those in the largest immigrant group in the United States, Mexican families and their children. Using Critical Race Theory, the aim of the current study was to give Mexican immigrant parents a voice in their experiences and perspectives regarding their children's transition to school. Using two distinct phases, the current study examined Mexican immigrant parents' perspectives on and experiences with their children's transition to kindergarten. In the first phase, information from interviews with 7 Mexican immigrant parents and feedback from an expert panel were used to revise the Family Experiences and Involvement in Transition (FEIT) survey (McIntyre et al, 2007), with the intent of making it more culturally sensitive and relevant, and a better reflection of Mexican families' perspectives and experiences. In the second phase of the study, 44 Mexican immigrant parents completed the newly adapted FEIT (FEIT-A) measure, providing some initial data about its utility, relevance, and psychometric properties. Implications of use of the FEIT-A for schools, communities, and practitioners are discussed.

Additional Information

Language: English
Date: 2013
Critical Race Theory, FEIT, Mexican immigrants, Mixed methods, Parents' perceptions, Transition to school
Early childhood education $x Parent participation $z United States
Immigrant families $z United States
Children of immigrants $x Education (Early childhood) $z United States
Mexican American children $x Education (Elementary) $z United States

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