Parental Involvement within Culturally and Linguistically Diverse Families: Misconceptions, Barriers, and Implications

This issue of NASET’s Practical Teacher was written by Natasha Quesada. Parental involvement is considered to be one of the strongest predictors of student achievement and success.  Culturally and linguistically diverse families, specifically, those of English learners (ELs) are perceived to have low parental involvement in school and subsequently, ELs demonstrate lower academic achievement compared to English proficient students.  This literature review seeks to find implications for schools and teachers to increase parental involvement by clarifying misconceptions, reducing barriers, and creating a productive collaboration between schools and families.

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Abstract

Parental involvement is considered to be one of the strongest predictors of student achievement and success.  Culturally and linguistically diverse families, specifically, those of English learners (ELs) are perceived to have low parental involvement in school and subsequently, ELs demonstrate lower academic achievement compared to English proficient students.  This literature review seeks to find implications for schools and teachers to increase parental involvement by clarifying misconceptions, reducing barriers, and creating a productive collaboration between schools and families.

Key words: culturally and linguistically diverse, English learner, parental involvement, family collaboration, communication, academic achievement, engagement, education, barriers

Parental Involvement within Culturally and Linguistically Diverse Families: Misconceptions, Challenges, and Implications

Parental involvement is considered to be one of the strongest predictors of student achievement and success.  Culturally and linguistically diverse families, specifically, those of English learners (ELs) are perceived to have low parental involvement in school and subsequently, ELs demonstrate lower academic achievement compared to English proficient students (Vera, et. al., 2012), (Niehaus & Adelson, 2014).

This issue raises concerns in view of the fact that the population of culturally and linguistically diverse students in the United States is growing, with 43% of children enrolled in public schools (K-12) from culturally and linguistically diverse backgrounds (Olvera & Olvera, 2012).  While much research has been done on the importance of parental involvement and collaboration, the disparity of parental involvement in culturally and linguistically diverse populations is concerning. More alarming, Latino students have greater risks for dropping out of school with a 38% drop out rate in 2008, as well as greater risks for mental health issues such as depression and anxiety (Olvers & Olvera, 2012).

The positive influences of parental involvement on student academic achievement and success has been extensively researched and confirmed (Baird, 2010), (Vera, et al., 2012), (Olvera & Olvera, 2012), however, numerous barriers stand in the way of culturally and linguistically diverse families from full participation and involvement schools. The barriers must be eliminated to increase parental involvement and in turn increase academic success and achievement of ELs. 

Importanceof Parental Involvement

Mary Sawyer, a Doctoral Candidate in Special Education at The Ohio State University, Columbus, described parental involvement as “an umbrella term for activities characterized by varying levels of frequency, response effort, and types of settings in which they occur.” (Sawyer, 2015).  While parental involvement comes in many forms, in the United States it commonly includes participation in school events such as Open House, parent meetings, and activities where parents are seen at school (Sawyer, 2015). 

Additionally, Joyce Epstein, Ph.D., a notable researcher highly regarded in the area of parental involvement from John Hopkins University, created a multidimentional framework for parental involvement that includes parenting, communicating, volunteering, learning at home, decision making, and collaborating.  This framework suggests that parents can support a child’s education in a variety of ways, not limited to attendance of school activities (Vera, et. al., 2012).

In a study titled “Immigrant Parents’ Strategies for Involvement in Children’s Schooling,” the authors, Luis E. Poza of the University of Colorado, Maneka Brooks of California State University, and Guadalupe Valdés of Stanford University, divide parental involvement into three dimensions: behavioral, personal, and cognitive/intellectual.  Behavioral involvement refers to the involvement in school activities; personal involvement refers to children understanding that their parents care for them, and cognitive involvement refers to the participation and facilitation of enriching experiences (Poza, Brooks, & Valdés, 2014).

Extensive research has indicated that parental involvement is the predominant influence on academic success and achievement of students (Baird, 2010), (Olvera & Olvera, 2012).  Students’ learning potential and overall chances for success are increased when parents are involved in their lives and schooling (Olvera & Olvera, 2012) and motivation and positive outlooks toward schooling occur when parents are involved (Poza, Brooks, & Valdés, 2014).

An article by Olvera and Olvera of Azusa Pacific University, discusses the importance of home and school collaboration with Latino parents of students with mental health needs.  The authors suggest that home and school collaboration is even more critical when students have mental health concerns that impact academic and social development.  It is important for professionals and families to work together to develop solutions.  The collaboration between school, family, and mental health providers reduces the mental health symptoms of children being treated, enhances both academic and social outcomes, as well as improves the adjustment process of immigrant children while reducing family stress. (Olvera & Olvera, 2012).  Collaboration between families and schools maximizes the overall potential for all students’ success, but it is even more critical when a child has special education or mental health needs. Parents must be part of the collaborative process of meetings such as IEPs, evaluations, and parent/teacher conferences (Olvera & Olvera, 2012).

A 2014 longitudinal research study by Niehaus and Adelson investigated the contributions of school support and parental involvement on the academic success and social/emotional development of English learners.  The outcome of the study indicated positive significance (p=.028) in the areas of school services increasing parental involvement.  Surprisingly, this did not show increases in the academic achievement of the students, however, there was a result of fewer social emotional concerns (Niehaus & Adelson, 2014).  While this study did not have the expected outcome regarding academic achievement, social emotional well-being is crucial to the success of children, suggesting a positive outcome.  

A recent study by Riviera and Li titled “Hispanic Parents’ Involvement and Teachers’ Empowerment as Pathways to Hispanic English Learners’ Academic Performance,” investigated the influence of parental involvement on the academic achievement and student attitudes toward school.  The significant findings of the study

(R2 =.47, p < .05) suggest that there is a correlation between parental involvement and teacher empowerment on students’ attitudes toward school and learning achievement.  When the parents are involved, then students’ success and achievement increases.   

Finally, a 2012 investigation by Vera, Israel, Coyle, Cross, Knight-Lynn, Moallem, Bartucci, and Goldberger conducted under the Chicagoland Partners for English Language Learners program explored the educational involvement of parents of English learners and examined the barriers and facilitators to parental involvement.  The findings indicate that a combination of parental characteristics and school characteristics influence the types of involvement that parents participate in.

Misconceptions

All of the literature reviewed supports the need for parental involvement in the education of students, especially English learners.  However, there are misconceptions around what parental involvement actually looks like.  While a standard definition for parental involvement was previously mentioned, it appears that the teachers’ perceptions and parents’ of ELs perceptions differ. 

Cultural differences are the main cause of misconceptions regarding parental involvement.  Teachers tend to view parental involvement in terms of school leadership, administrative support, and school participation (attending Open House, meetings, and PTA events).  They expect parents to be physically involved and seen participating around school campus.  While teachers are frustrated about the perceived “indifference” of parents, however, it is actually the opposite, (Olvera & Overa, 2012) in that parents of ELs have high academic expectations for their children and value education (Vera, et. al., 2012).

When surveyed, parents of ELs expressed their involvement through supporting the school from home.  The cultural view differs in that parents view parental involvement differently than teachers.  Parents help students to be successful in school by teaching them that education, manners and behavior are important, and that education is to be valued (Vera, et. al., 2012). The focus in the home is on raising the child, and taking care of the child as a person.  While this form of involvement seems invisible to the school and teachers, it is in fact, a vital and valuable component to student success. 

An additional cultural misconception is that parents are apathetic or indifferent about concerns in the school.  Parents of ELs may not ask teachers questions or confront teachers about issues because they are uncomfortable critiquing teachers’ methods because of the respect they have for teachers. Poza, Brooks, & Valdés describe this as parents of ELs deference toward teachers. Riviera and Li, (2019), noted that Hispanic parents do tend to take a passive role in education because teachers and schools are responsible for student education and attitudes towards learning.  While this may seem that the parents do not care, it is a cultural misconception.  Parents are more likely to seek advice and information outside of the school so that it does not appear that they are questioning the teachers’ judgment or ability in the classroom.  Poza, Brooks, & Valdés (2014), found that immigrant parents often ask questions about schooling and education, make changes to their children’s schooling experience, and attending events related to children’s education through outside organizations and social networks. They seek answers to their questions on their own, rather than consulting with the teacher because of cultural differences.  Since this form of involvement occurs outside of the school, it is not recognized by teachers. 

Furthermore, Poza, Brooks, & Valdés also discuss research that demonstrates that ELs’ families “highly value their children’s education and undertake extensive efforts to support it, including collaborating with teachers and schools when they make the effort to involve families.”  This suggests that schools must encourage the parents to be involved.  Dr. Simpson Baird, a researcher for the Center for English Language Learners at American Institutes for Research in Washington, D.C., also stated that in many instances, parents’ main reason for immigration is to provide better opportunities for their children’s success and they view education as a necessity for future success (Baird, 2015).  This counters the misconception that parents are indifferent towards ELs education, when parents truly value and respect education.  Culturally and linguistically diverse parents may approach involvement in different ways.

Barriers to Parental Involvement

The literature reviewed extensively discussed the many barriers that prevent or discourage parental involvement. Such barriers must be identified and understood before they can be resolved to promote the involvement of EL parents. The most mentioned were cultural differences, language barriers, lack of understanding of the U.S. Educational system, stressors from responsibilities, school climate, and prior educational experiences. 

Cultural Differences. The most notable and broad barrier is cultural differences.  As discussed previously, different cultures have different educational values and different ways of educating children (Riviera & Li, 2019). Parents of ELs may not want to interfere with the teacher by asking questions or questioning the methods that teachers use. Hispanic parents have a different idea of the roles of teachers and parents.  Teachers are the authority figure in education, therefore EL parents may wait for teachers to contact them with concerns, rather than make the initiative to contact the teacher (Riviera & Li, 2019). Disability issues and special education may also be viewed differently in other cultures or religions.

Language barriers prevent parents’ understanding, communication, and prevent relationships between parents and teachers.Additionally, parents with less English proficiency are less likely to use community resources, implement home routines, read with children at home, or discuss school experiences with children (Vera, et. al., 2012).

Lack of understanding of the U.S. education system.  Through the literature, parents of ELs often have a limited understanding of how the U.S. educational system works. This lack of understanding inhibits parent involvement and reduces the likelihood of parental involvement in schools. 

Unwelcome school climate/lack of school efforts.  A widely discussed barrier mentioned in all the reviewed literature was the lack of a welcoming school climate.  Parents are unlikely to participate in school if they do not feel welcomed.  School climate includes the attitudes of administration, teachers, and school personnel, access to information and materials, bilingual services, and encouragement of involvement.  The school climate is also a predictor for parent-school communication.  Negative experiences at school decrease the likelihood of communication.

Stressors caused by other responsibilities may influence parental involvement.  Working parents may not be able to attend meetings due to work schedules or fear of repercussions from taking time off work. Many parents work multiple jobs to support the family. Immigration status is another stressor that may prevent attending school meetings. Additionally, social isolation and changes that occur through an immigration experience may interfere with parental involvement (Olvera & Olvera, 2012).

Parents’ Educational Experiences.  Furthermore, parents’ educational experiences and literacy levels also influence parental involvement.  In some cases, parents with higher educational levels are more likely to be assertive when confronting teachers with concerns and seeking outside help or information from community resources (Vera, et al., 2012).   Parents with negative prior experiences are less likely to be involved in school. 

Implications for Increasing Involvement of CLD Families

Based on the literature reviewed, many implications for increasing parental involvement were suggested: Value the culture of ELs and their families, acknowledge what they are doing, set a positive stage for parental involvement through a welcoming school climate, promote parent groups and parent education, and collaborate with families.  While Epstein’s Framework of Six Types of Involvement and Sample Practices also includes these implications, these are the implications based on the literature reviewed. 

The first implication is changing parental involvement to family collaboration.  This shift in terminology broadens the role of family and incorporates the value of family into the home and school partnership.  In Latino culture, the traditional family typically includes extended family (grandparents, aunts, and uncles).  These people often take part in raising the children and should also be considered stakeholders and participants when discussing home and school involvement.

Value culture. English learners and their families must feel valued (Olvera & Olvera, 2012). This includes respect for culture, beliefs, traditions, religion and customs. Teachers must be trained to be culturally aware.  Awareness of struggles, why parents of ELs are less involved, (not because of lack of care/value of education, just a different style of involvement.  Teachers should encourage the parents to express their concerns.  Emphasis should be placed on the collaboration and that the parents and family members are an equal part of the team.  Family culture should be respected when special education interventions and strategies are suggested (Vera, et al., 2012).

Create a welcoming school climate.  If parents do not feel welcome, it is unlikely that they will be involved.  The school must “set a stage” that is positive and welcoming to families.  The more inviting the school climate, the more likely the parents and families are to participate in school activities, communication.  This welcoming climate will reduce negative experiences for the families and encourage a continuation of participation (Vera, et al., 2012).

Offer and advertise bilingual services at school for parents and family members who are not comfortable communicating in English.  Place a sign in the office and around the school, informing parents of the availability of translators. Provide information and materials in home language.  If parents cannot communicate comfortably, they will not be involved (Vera, et al., 2012).

Families should feel valued.  A collaboration should be developed that includes parents and families and family contributions should be valued and included in decision making.  Administrators and teachers should share a positive message about the importance of parental involvement and the influence on educational success.  Schools must demonstrate to families that they want them to be involved and that they are an equal member of the collaboration team.  If parents and families feel valued and respected, they will be more willing to participate, communicate, and contribute to the collaboration.  Teachers should reach out to parents via phone or in person to make connections.  If there is a language barrier, then a translator should be made available for convenient communication. Parents and families should feel that the teacher is available and accessible when needed. 

A “cultural ambassador” should be designated to families.  This can be a staff or community member of the same ethnicity or culture.  A cultural ambassador should connect with the family and assist in answering questions, guiding the family through challenges, and helping the family understand the differences between their personal culture and the expectations of the school (Olvera & Olvera, 2012).

Recognize what families are doing right.  Schools and teachers should acknowledge the involvement roles that parents are fulfilling at home.  This will show respect for the family and their commitment to their child’s education.  Families deserve to get credit for their involvement (Poza, Brooks, & Valdés, 2014) while being encouraged to increase it to desired levels. 

Parent programs, groups, and education. Schools should encourage parent programs, parent groups, and educate parents.  Parent programs should inform parents of their rights, responsibilities, and different styles of involvement opportunities.  Schools should choose programs according to the needs of parents, families, ans students. Parental involvement interventions should be tailored to the needs of the parents.  Not all families will need the same supports for involvement, as factors such as life experiences, education and language will affect family needs.  Plan workshops and meetings where parenting strategies and involvement practices are discussed.  Parent education should also include information on how the U.S. education system works.  When parents have a deeper understanding of the school system, they will be able to find ways that they are comfortable with participating.  Parent programs should encourage families and find solutions to barriers.

Parenting groups are groups of parents with similar cultural backgrounds.  These groups are useful for social networking but are also useful for parents to understand the roles in schools and expectations of parental involvement.  Parent groups are empowering for parents and families. 

 Conclusion

 Schools must make changes to meet the needs of ELs by supporting family collaboration.  The literature reviewed provided information on the needs, misconceptions, barriers, and suggestions for increasing family involvement in the education of EL.  It is expected that the implementation of the suggested practices will increase family collaboration and in turn, increase the academic achievement, learning attitudes, and social-emotional wellbeing of ELs.

References

Baird, A. S. (2015). Beyond the greatest hits: A counterstory of English learner parent involvement. School Community Journal, 25(2), 153-175.

Epstein, J. L. (1995). School/family/community/partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701- 712.

Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and social-emotional outcomes for English language learners. American Educational Research Journal, 51(4), 810–844.

Olvera, Pedro,PsyD., L.E.P., & Olvera, V. I., PsyD. (2012). Optimizing home-school collaboration: Strategies for school psychologists and latino parent involvement for positive mental health outcomes. Contemporary School Psychology, 16, 77-87.

Poza, L., Brooks, M. D., & Valdés, G. (2014). Entre familia: Immigrant parents’ strategies for involvement in children’s schooling. School Community Journal, 24(1), 119-148.

Rivera, H., & Li, J.-T. (2019). Hispanic parents’ involvement and teachers’ empowerment as pathways to Hispanic English learners’ academic performance. Hispanic Journal of Behavioral Sciences, 41(2), 214–230. doi-org.ezproxy.fiu.edu/10.1177/0739986319834931

Sawyer, M. (2015). BRIDGES: Connecting with families to facilitate and enhance involvement. TEACHING Exceptional Children, 47(3), 172-179.

Vera, E. M., Israel, M. S., Coyle, L., Cross, J., Knight-Lynn, L., Moallem, I., . . . Goldberger, N. (2012). Exploring the educational involvement of parents of English learners. School Community Journal, 22(2), 183-202.