A Dissertation Defense Submitted byRosa Niave-Miliano

Shirley, New York2011

MIDDLE SCHOOL HISPANIC FAMILIES AND TEACHER ATTITUDES OF FAMILY INVOLVEMENT

AND FUNDS OF KNOWLEDGE

Purpose of the Study

The study investigated :

• how middle school Hispanic parents described their views of formal education and how they defined parental and family involvement

• how Hispanic families and Hispanic and non-Hispanic teachers perceived family involvement

• how Hispanic and non-Hispanic teachers compared in their perceptions of Hispanic family involvement

• how newcomer Hispanic parents with English Language Learner (ELL) children and established Hispanic parents with first generation non-ELL children compared in their perceptions of Hispanic family involvement

• relationships among Hispanic families, Hispanic and non-Hispanic teachers’ perceptions of family involvement

• household funds of knowledge

Conceptual Rationale

FAMILY INVOLVEMENT AND FUNDS OF KNOWLEDGE

Uncaring Parents

Schools and teachers misread parent behavior as uncaring

Nicolau & Ramos, 1990; Inger, 1993

Non-traditional Involvement

Instilling cultural values; sending the child to school well fed, clean and rested

De Gaetano, 2007; Delgado-Gaitán, 1994; Levinson, et al., 2007; López, 2001; Scribner, Young & Pedroza, 1999; Valdés, 1996

Deficit Model

Some educational institutions believe that parents, who speak only Spanish, are deficient; unable to support their children in school

Delgado-Gaitán, 2004

Funds of Knowledge

“Funds” coined Wolf, 1996

Every household is an educational settingVélez-Ibáñez & Greenberg, 1992

Extended Family

Changing demographics; children are cared for by extended family members and caregivers.

Bermúdez, 1994

Concepts: Parental Involvement

• Connecting• Sharing information• Staying involved

Delgado-Gaitán, 2004

Significance of the Study

The data gained from this study will inform administrators, teachers, and parents to better

understand parents’ perceptions of Hispanic family involvement in school.

This study will inform administrators, teachers, and parents to better understand teachers’

perceptions of Hispanic family involvement in school.

This study will also identify strategies for creating a productive partnership between parents,

school personnel, and the community.

Selection of Participants: Families

• The participants in this study were from a purposeful sample of families from students in the seventh and eight grade in one building in a district in the northeast region of the United States.

• One hundred ninety-three families of seventh and eighth grade students fit the study criteria:• Having four or more persons in the household, including the child • Both parents were Hispanic

• Letters were mailed to 193 Hispanic families • Ten families returned the Family Survey accepting to participate in the study• The 10 families were called; four families accepted• Random calls were made; three more families accepted• The snowball sample technique was used to identify the last family

• The participants in this study were eight Hispanic families.• Four families were newcomers to the United States; one to three years residence• Four established families with more than three years residence in the United States; first

generation born children

Selection of Participants: Teachers

• Forty-five seventh-and-eighth grade teachers were invited to participate in the study

• Letters were placed in teachers’ school mailboxes inviting them to participate• The first four Hispanic and four non-Hispanic teachers accepting to participate in the study were

selected• The teachers had taught between three to 22 years

• The participants in this study were eight seventh-and-eighth grade teachers• This was a purposeful sample of seventh and eighth grade teachers in one building in a district in the

northeast region of the United States.• Four teachers were Hispanic• Four were non-Hispanic

Data Gathering ProceduresFamilies:

• Family Protocol consisted of 14 items

• Study used semi-structured focus group interviews with the eight families

• After receiving the Family Survey, a call was made to the families consenting to participate

• Interviews were scheduled at a convenient time and location for the families

• Before the interview, the family was informed in writing that the data collected would be kept confidential

and anonymous

• Participants were informed that they could choose not to answer any questions

• Participants could stop being interviewed at any time during the session for any reason and without penalty

Teachers:

• Teacher protocol consisted of 12 items

• This study used a semi-structured one-on-one interview with each teacher

• Teachers verbally responded to accepting to be interviewed

• Interviews were scheduled to a convenient time and location for each teacher

• Before the interview, the teacher was informed in writing that the data collected would be kept

confidential and anonymous

• The teachers were informed that they could choose not to answer any questions

• The teachers could stop being interviewed at any time during the session for any reason and without penalty

RESEARCH QUESTION ONEHow did Hispanic parents describe their views on formal education and how they defined parental and family involvement?

Results From This Study: Literature Conclusions:

• Hispanic Parents’ Views on Formal Education• Knowledge (education) – Six of the eight families• Life opportunities (work obstacles) – Five of the eight families

•Family 3NC mother: “I tell my daughters that to have an education…is the best inheritance that a parent can give to their children”

• Hispanic Parents’ Views on Formal Education

• Parents indicated they do care aboutand value their children’s education

(Bermúdez, 1994; Delgado-Gaitán, 1992; Garcia & Smith, 1993)

• Hispanic Parents’ Definition of Parent Involvement• Instilling virtues (responsibility; behavior) -- Four of the eight families• Parental support (guidance; advice) – Eight of the eight families

•Family 4NC father: “as for the school, well, they should know that they [the children] are within a family…that protects them…the school…is likea second home for them”

• Hispanic Parents’ Definition ofParent Involvement

• Hispanic parents see their role primarily as moral educators, not academic instructors

(Levinson et al., 2007)

•Hispanic Parents’ Definition of Family Involvement• Family support (guidance; advice) -- Six of the eight families

• Family 2NC father: “the chores of the house, is also part of the children’s education”

• Family unity (everyone participates) – Four of the eight families

• Hispanic Parents’ Definition ofFamily Involvement

• Non-traditional involvement consejos[advice]; outside conventional understanding of involvement

(Levinson et al., 2007; Lopez, 2001)

RESEARCH QUESTION TWOHow did Hispanic parents perceive family involvement based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Connecting• School Connection

• All eight families had contact • Five of the eight families - positive school communication

• Spanish Language Connection• All eight families were spoken to or contacted in Spanish• Discrepancy: Family 3E: the “majority of the times it is also in English,”

• Cultural Connection• Six of the eight families: positive responses • Family 3E: teacher tried communicating with the family, “speaking the way we kind ofspeak in English”

• Discrepancy: Family 3NC: “some children…lose their customs, their culture and theyabsorb this one”

• Family 2E: stated, “No, I do not believe that they are interested”

• Connecting• School Connection• Collaborative relationships (Bermúdez, 1994)

• Families interested in their children’seducation (Bermúdez, 1994; Delgado-Gaitán, 2004; Finders & Lewis, 1994)

• Spanish Language Connection• Reach out in a language families understand (Delgado-Gaitán, 2004)

• Cultural Connection• Carrasquillo & London, 1993; Delgado-Gaitán, 2004; Sleeter & Grant, 2007)

• Sharing Information• All eight families shared information

• Sharing Information• Parents and educators (Delgado-Gaitán, 2004)

• Staying Involved• Non-Formal Activities

• Six families involved in non-formal activities• Families perception of their role in their children’s school

• All eight families perceive a role • Parents’ perceptions about being involved in their children’s school

• Six of eight families were involved• Discrepancy: Two families had no involvement; lack of transportation, work.

• Staying Involved• Ongoing process (Delgado-Gaitán, 2004)• Families interested in their children’seducation (Bermúdez, 1994; Delgado-Gaitán, 2004; Finders & Lewis, 1994)

RESEARCH QUESTION TWO ContinuedHow did Hispanic parents perceive family involvement based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Funds of Knowledge• Parents’ Role at Home• All eight parents are supportive• Roles: emotional, moral, economical support; consejos [advice]; lead by

example

• Parents Sharing Knowledge• Four of the eight parents responded positively• Knowledge shared: teaching children to cook; manage a household; teaching

the sons domestic duties; moral values; and “correct behavior”; customs

• Parents Sharing Life Experiences • Six of the eight families shared life experiences

• Funds of Knowledge • Non-traditional involvement outside

conventional understanding of involvement (Levinson et al., 2007; Lopez, 2001)

RESEARCH QUESTION THREEHow did teachers perceive Hispanic family involvement based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Connecting

• Family to Teacher Initiated Connection

• Six of the eight teachers “minimal communication, teacher initiates call”

• Teacher 2H: during parent-teacher conference “they were involved in the

importance of school” and Teacher 3H: felt parents communicated “not as

much as they would like to”

• Teacher to Family Initiated Connection

• All teachers communicated with the families

• Teacher 4H: more than “95%” of the time, teacher initiates first contact”

• Barriers to Family Initiated Connection

• Seven of the eight teachers perceived barriers

• Unfamiliar with how the school system works; language barrier, legal

status; lack of technology; parenting skills; work and time

• Discrepancy: parents only cited language barrier; work and time

• Spanish Language Connection

• All eight teachers were reaching out to parents

• Discrepancy: Teacher 2C: families are “expected to speak English”

• Cultural Connection

• Six of the eight teachers had positive responses

• Discrepancy: Teacher 1C: offer workshops

Teacher 1H: offer Spanish classes

Teacher 4H: teacher prejudices

• Connecting

• Teacher Initiated Connection

• Deficit – “hard to reach” – burden

of communication on parents

rather than examining the

educational system

(Delgado-Gaitán, 2004)

• Give parents adequate tools (Daniel-

White, 2002)

• Barriers to Family Connection

• Diverse families are alienated from

the school systems due to a variety

of barriers (Bermúdez, 1994)

• Spanish Language Connection

• Non-English speaking parents find teachers

more approachable if they speak Spanish

(Scribner, Young & Pedroza, 1999)

• Make information understandable for

parents (Carrasquillo & London, 1993)

• Cultural Connection

• Teachers recognize the need for training

to effectively dialogue with minority

parents (Bermúdez, 1994)

RESEARCH QUESTION THREE ContinuedHow did teachers perceive Hispanic family involvement based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Sharing Information

• Teachers’ Perceptions of Sharing Information

• All eight teachers shared information

• Sharing Information

• Sharing information with Hispanic

families “is central to all parent involve -

ment activities” (Delgado-Gaitán, 2004)

• Staying Involved•Teachers’ Perceptions of Families Staying Involved

• Family’s role in school• Teacher 1C: cited barriers and a fear of the school system; families feeluncomfortable due to language; parents feel threatened by lack of education and defer to the teacher; Teacher 1H: parents need to feel important and valued; cultural acceptance

• More family involvement• All eight agreed

• Active parent role• More active in the PTA; volunteer to speak in the child’s class about their education, their life experiences; participate in parent training workshops; more involvement in their children’s sports events

• Staying Involved• Middle class values (Daniel-White, 2002; Valdés, 1996)

• Hispanic families-traditional school activities-need prior knowledge

(López, 2001)

• Funds of Knowledge• Teachers’ Perceptions of Families’ Funds of Knowledge

•Parents’ Role at Home• Teacher 2C: sees “discipline a lot”; Teacher 3C: parents’ role is to reinforce; Teacher 1H: more appreciation for America; Teacher 3H: keep children organized

• Parents Sharing Knowledge• Hispanic parents share limited knowledge.• Teacher 2C: knowledge of Spanish; Teacher 2H does not “see skills being transferred over…just the importance of education; Teacher 4H: sees life skills like household chores and caretaking being shared

• Funds of Knowledge• Non-traditional involvement outside conventional understanding of involvement(Levinson et al., 2007; López, 2001)

• Funds of knowledge seem limited because “Too often, teachers disregard the inherent knowledge that students bring with them to the classroom” (Street, 2005)

RESEARCH QUESTION FOURHow did Hispanic and non-Hispanic teachers compare in their perceptions of Hispanic family involvement based on the concepts of connection, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Connecting• Comparison of Hispanic and non-Hispanic Teachers’ Perceptions of

Family toTeacher Connection • Hispanic/non-Hispanic teacher similarities: split 50/50 first contact; minimal

communication• Discrepancy: none

• Comparison of Barriers to Family Initiated Connection• Hispanic/non-Hispanic teacher similarities: all perceived barriers• Discrepancy: one teacher cited legal status and lack of technology in the

home

• Comparison of Spanish Language Connection• Hispanic/non-Hispanic teacher similarities: All communicate in Spanish• Discrepancy: none

• Comparison of Cultural Connection• Hispanic/non-Hispanic teacher similarities: six of eight teachers positive;

Teacher 1C: offer “workshops specific to our population”

Teacher 1H: offer Spanish classes

• Discrepancy: Teacher 4H: teacher prejudice may hinder a willingness to understand/learn the families’ culture; teachers and staff should have

“cultural awareness, sensitivity training”

• Connecting

• Burden of communication on parents

rather than examining the

educational system

(Delgado-Gaitán, 2004)

• Barriers to Family Connection

• Diverse families are alienated from

the school system due to a variety

of barriers (Bermúdez, 1994)

• Spanish Language Connection• Reach out in a language families understand (Delgado-Gaitán, 2004)

• Cultural Connection• Home culture is important (Lopez, 1999)

RESEARCH QUESTION FOUR ContinuedHow did Hispanic and non-Hispanic teachers compare in their perceptions of Hispanic family involvement based on the concepts of connection, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Sharing Information• Comparison of Hispanic and non-Hispanic Teachers’ Perceptions of SharingInformation

• Hispanic/non-Hispanic teacher similarities: all shared and exchanged information• Discrepancy: none

• Sharing Information• Parents and educators (Delgado-Gaitán, 2004)

• Staying Involved• Comparison of Families Staying Involved

• Hispanic/non-Hispanic teacher similarities: all want more family involvement• Discrepancy: none

• Comparison of Families’ Role in School• Hispanic/non-Hispanic teacher similarities: cited reasons for lack of role; Teacher 4C: “majority of parents are not educated enough”

• Discrepancy: Teacher 1H: parents want cultural acceptance and respect• Comparison of Parents’ role

• Hispanic/non-Hispanic teacher similarities: all want more parent roles• Discrepancy: Non-Hispanic teachers - outside roles

Hispanic teachers - classroom roles

• Staying Involved• Ongoing process (Delgado-Gaitán, 2004)

• Barrier “insensitivity and hostility onthe part of school personnel” (Bermudez, 1994)

• Negative feelings that some school personnel harbor (Nicolau & Ramos, 1990)

• Funds of Knowledge• Comparison of Funds of Knowledge

• Comparison of Role at Home• Hispanic/non-Hispanic teacher similarities: none• Discrepancy: Teacher 2C: a lot of discipline; language and traditions; Teachers want

more parent cooperation• Comparison of Sharing Knowledge• Hispanic/non-Hispanic teacher similarities: none• Discrepancy: Teacher 1H and 2H: did not see skills or knowledge being transferred; Teacher 4H families teach their children household chores

• Funds of Knowledge • Non-traditional involvement outside conventional understanding of involvement (Levinson et al., 2007; Lopez, 2001)

RESEARCH QUESTION FIVEHow did newcomer Hispanic parents with ELL children and established Hispanic parents with first generation non-ELL children compare, based on the concepts of connecting, sharing information, and staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Connecting• Comparison of Newcomer Parents and Established Parents Perceptions of School Connection

• Newcomer/Establish Parents’ similarities: all responded positively; Family 3NC: felt“valued and important with the time they dedicated to me”; Family 4E: “they pay attentionto your needs”

• Difference: none• Discrepancy: Family 3E: parent does not speak English – assistance in Spanish not always

available

• Comparison of Spanish Language Connection• Newcomer/Establish Parents’ similarities: all responded positively; Family 4NC: “Excellent…Yes, up to this moment”

• Difference: none• Discrepancy: Family 3E: mother speaks no English – phone call message left in English

- child arrived late

• Comparison of Cultural Connection• Newcomer/Establish Parents’ similarities: six of eight parents had positive responses• Difference: Family 3E, teacher tried communicating with the family, “speaking the waywe kind of speak in English”

• Discrepancy: Family 3NC “some children…lose their customs, their culture and theyabsorb this one”; Family 2E “No, I do not believe that they are interested”

• Connecting• Families interested in their children’seducation (Bermúdez, 1994; Delgado-Gaitán, 2004; Finders & Lewis, 1994)

• Communication is central to all parentinvolvement activities (Delgado-Gaitán, 2004)

• Lack of bilingual staff (Chavkin & Gonzalez, 1995)

• Spanish Language Connection• Reach out in a language families understand (Delgado-Gaitán, 2004)

• Cultural Connection• Home culture is important (Lopez,

1999)

RESEARCH QUESTION FIVE ContinuedHow did newcomer Hispanic parents with ELL children and established Hispanic parents with first generation non-ELL children compare, based on the concepts of connecting, sharing information, and staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Sharing Information• Comparison of Sharing Information

• Newcomer/Establish Parents’ similarities: all responded positively

• Difference: none

• Sharing Information• Parents and educators (Delgado-Gaitán, 2004)

• Staying Involved• Comparison of Families Staying Involved• Types of Non-Formal Activities

• Newcomer/Establish Parents’ similarities: six families were involved in: overseeing the child; go to the mall; park, supermarket, sports

• Difference: Two families did not participate

• Parents’ Role in their Children’s School• Newcomer/Establish Parents’ similarities: all responded positively• Roles: being a guardian; talking to their children; adviser; being supportive and protector; instilling the value of an education

• Difference: none

• Parents’ Perceptions of Involvement • Newcomer/Establish Parents’ similarities: three newcomer and three established parents were positive

• Difference: Two parents had no involvement; lack of transportation; work.

• Staying Involved• Ongoing process (Delgado-Gaitán, 2004)

RESEARCH QUESTION FIVE ContinuedHow did newcomer Hispanic parents with ELL children and established Hispanic parents with first generation non-ELL children compare, based on the concepts of connecting, sharing information, and staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Funds of Knowledge• Comparison of Newcomer Parents and Established Parents’

Perceptions of Funds of Knowledge• Parents’ Role at Home• Newcomer/Establish Parents’ similarities: all responded positively• Roles

• Difference: none

• Parents’ Sharing Knowledge• Newcomer/Establish Parents’ similarities:

• Newcomers shared: cooking skills; household management• Established shared: domestic duties taught to the sons; correct

behavior; being a moral person• Difference: none

• Parents’ Sharing Life Experiences• Newcomer/Establish Parents’ similarities: six parents shared life stories• Difference: Family 1E teach the value of reading books “they should nourish

themselves not only with our experiences but also from persons that have also had success”; Family 3E wants here children to study so as “not to remain as we are working in a factory”

• Funds of Knowledge• Non-traditional involvement outside

conventional understanding of involvement (Levinson et al., 2007; Lopez, 2001)

RESEARCH QUESTION SIXWhat relationships were there among Hispanic families, Hispanic and non-Hispanic teacher perceptions of actual family involvement in the home, based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Connecting • Relationships among Hispanic Families and Teachers’ Perceptions of

School Connection • Family/Teacher relationships: behavioral problems; speeking at gatherings• Difference: Teachers initiate calls; minimal communication

• Barriers to Involvement• Family/Teacher relationships: language; work; time• Difference: Teachers: school system, legal status; technology; parent skills

• Spanish Language Connection• Family/Teacher relationships: all in agreement

• Cultural Connection• Family/Teacher relationships: not all are interested• Difference: Families: learn customs and culture

Teachers: school events; offer teachers workshops

• Connecting• Families interested in their children’s

education (Bermúdez, 1994; Delgado-Gaitán, 2004; Finders & Lewis, 1994)

• Spanish Language Connection• Reach out in a language families

understand (Delgado-Gaitán, 2004)

• Cultural Connection• Home culture is important (Lopez,

1999)

• Sharing Information• Relationships among Hispanic Families and Teachers’ Perceptions of

Sharing Information• Family/Teacher relationships: all shared information• Difference: Families: family routines

Teachers: school and academics

• Sharing Information• Parents and educators (Delgado-

Gaitán, 2004)

RESEARCH QUESTION SIX ContinuedWhat relationships were there among Hispanic families, Hispanic and non-Hispanic teacher perceptions of actual family involvement in the home, based on the concepts of connecting, sharing information, staying involved, and funds of knowledge in the middle school?

Results From This Study: Literature Conclusions:

• Staying Involved• Relationships among Hispanic Families and Teachers’ Perceptions of

Families Staying Involved • Families’ Role in School

• Family/Teacher relationships: none• Difference: Families: all parents positive role

Teachers: limited role; reasons for limited role• Parents’ Perceptions of Involvement

• Family/Teacher relationships: none• Difference: Families: six of eight positive; two of eight no involvement

Teachers: want more involvement

• Staying Involved• Ongoing process (Delgado-Gaitán,

2004)• Families interested in their

children’s education (Bermúdez, 1994; Delgado-Gaitán, 2004; Finders & Lewis, 1994)

• Funds of Knowledge• Relationships among Hispanic Families and Teachers’ Perceptions of

Funds of Knowledge• Parents’ Role at Home• Family/Teacher relationships: none• Difference: Families: non-traditional support

Teachers: discipline; suggested roles for home• Sharing Knowledge• Family/Teacher relationships: none• Difference: Families: customs, chores, moral values

Teachers: limited; Spanish language; domestic skills• Sharing Life Experiences• Family/Teacher relationships: value education• Difference: Families: six of eight share life experiences

Teachers: very limited sharing

• Funds of Knowledge• Non-traditional involvement outside

conventional understanding of involvement (Levinson et al., 2007; Lopez, 2001)

RECOMMENDATIONS FROM FINDINGS

Board of Education and Superintendents:

• More Spanish speaking personnel, representing the school population

• Offer Spanish classes for teachers

• Offer cultural awareness and sensitivity workshops for teachers

• Create and offer parent workshops

Middle School Administrators and Staff:

• Provide transportation for parents

• Provide parents with more than one form of school and teacher contact

Hispanic Parents:

• Students should be immersed in both English and Spanish in their homes

• School volunteering

RECOMMENDATIONS FOR FUTURE RESEARCH• Initiate home visits to learn from the Hispanic households

• Visit three or four families’ homes per year to learn from household funds of knowledge

• Develop relationships with the families to form a home-school partnership

• Replicate this study and use a larger sample of families in urban, suburban, and rural areas to learn about the household funds of knowledge

ACKNOWLEDGEMENTS TO MY COMMITTEE MEMBERS

• Dr. Elsa-Sofia Morote, Chairperson

• Dr. Stephanie Tatum, Design Specialist

• Dr. Blanca Dobbins, External Reader

• Dr. Albert Inserra, Reader

• Dr. Thomas F. Kelly, Reader