Parent Involvement of Latino Families in Secondary Education: Making a Difference in the Latino Community

Family-school relations and parental involvement in education have been identified as ways to close the gaps in achievement (Hill & Tyson, 2009), and there is considerable evidence that they positively impact academic success for most students (Henderson & Berla, 1994). Improvements in student achievement occur regardless of racial or cultural background (Flaxman & Inger, 1991). Given that the language barrier, cultural differences, and lack of knowledge about the education system (Valdes, 1996) are some of the factors that prevent Latino Spanish speaking parents in participating in the education of their children, the purpose of this graduate project is to reduce such barriers by promoting a collaborative family-school relationship. In order to achieve this, literature regarding this topic was examined and taken into consideration to create a series of four workshops for Spanish-speaking parents with information regarding how parental involvement can be impacted through communication technology, family environment, parenting styles, and early college planning. The workshops will focus on providing Spanish-speaking parents with significant information about secondary education that supports both student and family.