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'Mamas Metidas': Empowering Latinx Spanish-Dominant Parents in Independent Schools through Culturally Responsive School Leadership

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Title: 'Mamas Metidas': Empowering Latinx Spanish-Dominant Parents in Independent Schools through Culturally Responsive School Leadership
Language: English
Authors: Silvia Salazar Rivera
Source: ProQuest LLC. 2024Ed.D. Dissertation, Loyola Marymount University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 151
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Culturally Relevant Education, Parents, Private Schools, Spanish Speaking, Language Dominance, Disproportionate Representation, Barriers, Parent Participation, Hispanic Americans, Resources, Inclusion, Access to Information, Information Services, Student Personnel Services
ISBN: 979-83-8218-857-7
Abstract: Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children's education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.'s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group "platica" and individual interviews, offered valuable insights into the experiences of a group of Spanish-dominant "mamas" The findings revealed three major themes: the importance of enhanced access to services and resources for meaningful engagement, the critical role of bilingual school contacts in bridging communication gaps, and the positive impact of cultivating a sense of belonging to create a more inclusive and supportive environment for Spanish-dominant families. Language access proved to be a vital factor in fostering parent engagement, enabling these parents to actively participate in their children's education through support with translation and interpretation services and other resources in Spanish. Additionally, a bilingual family liaison provided them a portal of accessibility to the whole school. Lastly, opportunities for authentic and culturally sensitive involvement further enhanced their sense of belonging, contributing to a more inclusive and supportive school environment. This research highlighted the transformative potential of culturally responsive school leadership, emphasizing its role in empowering Spanish-dominant parents and facilitating their active involvement in independent schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31145346
Accession Number: ED651791
Database: ERIC
FullText Text:
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  Data: 'Mamas Metidas': Empowering Latinx Spanish-Dominant Parents in Independent Schools through Culturally Responsive School Leadership
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  Data: Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children's education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.'s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group "platica" and individual interviews, offered valuable insights into the experiences of a group of Spanish-dominant "mamas" The findings revealed three major themes: the importance of enhanced access to services and resources for meaningful engagement, the critical role of bilingual school contacts in bridging communication gaps, and the positive impact of cultivating a sense of belonging to create a more inclusive and supportive environment for Spanish-dominant families. Language access proved to be a vital factor in fostering parent engagement, enabling these parents to actively participate in their children's education through support with translation and interpretation services and other resources in Spanish. Additionally, a bilingual family liaison provided them a portal of accessibility to the whole school. Lastly, opportunities for authentic and culturally sensitive involvement further enhanced their sense of belonging, contributing to a more inclusive and supportive school environment. This research highlighted the transformative potential of culturally responsive school leadership, emphasizing its role in empowering Spanish-dominant parents and facilitating their active involvement in independent schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 151
    Subjects:
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Private Schools
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      – SubjectFull: Spanish Speaking
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      – SubjectFull: Language Dominance
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Barriers
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      – SubjectFull: Parent Participation
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: Resources
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      – SubjectFull: Information Services
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      – SubjectFull: Student Personnel Services
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      – TitleFull: 'Mamas Metidas': Empowering Latinx Spanish-Dominant Parents in Independent Schools through Culturally Responsive School Leadership
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