TY - JOUR
T1 - Latino Parent-Child English Language Fluency
T2 - Implications for Maternal School Involvement
AU - Anderson, Machele
AU - Cox, Ronald B.
AU - Giano, Zachary
AU - Shreffler, Karina M.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by the College of Human Sciences at Oklahoma State University and the National Institute of General Medical Sciences of the National Institutes of Health (P20GM109097; Jennifer Hays-Grudo, PI). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed—though not tested—to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children.
AB - Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed—though not tested—to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children.
KW - English language fluency
KW - Latino
KW - language brokering
KW - parental language barriers
KW - parental school involvement
KW - youth
UR - http://www.scopus.com/inward/record.url?scp=85091142389&partnerID=8YFLogxK
U2 - 10.1177/0739986320956912
DO - 10.1177/0739986320956912
M3 - Article
AN - SCOPUS:85091142389
SN - 0739-9863
VL - 42
SP - 547
EP - 562
JO - Hispanic Journal of Behavioral Sciences
JF - Hispanic Journal of Behavioral Sciences
IS - 4
ER -