Examining the Role of Self Efficacy and Communication as Related to Dimensions of Latino Parent Involvement in Head Start

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julia Mendez, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This study reports data on a sample of Latino immigrant parents and their associated levels of parent involvement in Head Start. Parent involvement was defined and measured as parent behaviors supporting educational and developmental outcomes occurring in the home and community setting (home involvement), the school context (school involvement), and also the home-school relationship (home-school conferencing). Latino parents reported the highest levels of parent involvement at home, followed by home-school conferencing, and then school involvement. Differences in parents’ comfort and ability to communicate with the school were found to significantly predict all three dimensions of parent involvement. Parent self efficacy was negatively related to levels of school based involvement and also parents’ endorsement of the importance of a Latino identity. Communication and parent self efficacy were positively related. Overall, the results suggest that our understanding of factors that promote parent involvement for Latino preschool children is only emerging; moreover, results may differ from those obtained with samples of older Latino children and their parents. Implications of this study for the implementation of Head Start best practices, including promoting teacher-invited parent involvement and greater awareness and recognition of the amount of home involvement being provided by Latino families, are discussed in this paper.

Additional Information

NHSA Dialog: A Research-To-Practice Journal for the Early Childhood Field, 16(1), 65-80
Language: English
Date: 2013
Latinos, Head Start Program, Education, Parental Involvement, Early Childhood Education

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