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Empowerment in Carpinteria: A Five-Year Study of Family, School, and Community Relationships.

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Bibliographic Details
Title: Empowerment in Carpinteria: A Five-Year Study of Family, School, and Community Relationships.
Language: English
Authors: Delgado-Gaitan, Concha, Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Peer Reviewed: N
Page Count: 20
Publication Date: 1994
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Document Type: Reports - Evaluative
Descriptors: Academic Achievement, Advocacy, Case Studies, Community Development, Economically Disadvantaged, Elementary Secondary Education, Family School Relationship, Hispanic Americans, Mexican Americans, Parent Participation, Power Structure, Socioeconomic Status
Geographic Terms: California
Abstract: This study examines how Latino families in Carpinteria (California) are building a community among themselves and with the school in support of the students. Parents who are knowledgeable about the school's expectations and the way in which the school operates are better advocates for their children than parents who lack such information. Research has shown that power undergirds the knowledge required by parents to deal with schools and that Latino families care about their children and possess the capacity to be their advocates. When empowerment is viewed as an ongoing, intentional process that is centered in the local community and involves mutual respect, critical reflection, caring, and group participation, people who lack an equal share of valued resources can gain greater access to and control over those resources. The Carpinteria community study, which involved data collection in 5 schools, describes how the parent-involvement process has been one of shared power between families and schools that led to empowerment of the Latino community. (Contains 71 references.) (Author/SLD)
Entry Date: 1995
Accession Number: ED375228
Database: ERIC
Description
Abstract:This study examines how Latino families in Carpinteria (California) are building a community among themselves and with the school in support of the students. Parents who are knowledgeable about the school's expectations and the way in which the school operates are better advocates for their children than parents who lack such information. Research has shown that power undergirds the knowledge required by parents to deal with schools and that Latino families care about their children and possess the capacity to be their advocates. When empowerment is viewed as an ongoing, intentional process that is centered in the local community and involves mutual respect, critical reflection, caring, and group participation, people who lack an equal share of valued resources can gain greater access to and control over those resources. The Carpinteria community study, which involved data collection in 5 schools, describes how the parent-involvement process has been one of shared power between families and schools that led to empowerment of the Latino community. (Contains 71 references.) (Author/SLD)