Show Less
Restricted access

La Familia and Other Secret Ingredients to Latinx Student Success

Jennifer M. Matos

Almost like a well-kept family recipe, there exists in education secret ingredients into what makes Latinx students successful. La Familia and Other Secret Ingredients to Latinx Student Success demonstrates how Latinx parents, a well-kept secret ingredient, assist with the academic success of Latinx students at all educational levels. Understanding the power of this secret ingredient—and how to use it—can have a profound impact on success for Latinxs students and can be used as a model for how to work with and support students from all marginalized groups. La Familia and Other Secret Ingredients to Latinx Student Success is suitable for educators at all levels. This book can be used in general education and teacher preparation courses, ethnic studies courses, training for individuals in helping professions, or to launch exciting new dialogue.

Show Summary Details
Restricted access

Chapter 9. The Recipe for Latinx Student Success

Extract

·9·

The Recipe for Latinx Student Success

The construct of parental engagement in the history of U.S. education is not a new concept. The concept can be traced back to early civilizations that recognized the importance that parents, our first educators, played in the lives of their children (Berger, 1991). The early philosophical teachings of Plato, Locke, Rosseau, Pestalozzi, and Froebel influenced the educational practices and policies that would define parental involvement for the next 90 or so years. The burgeoning interest in parent and child education of the 1920s was sustained by the U.S. government both in educational mandates and federal funding. Despite the challenges that the nation would face, support for parental engagement was unwavering. The Civil Rights Movement of the 1960s and the Civil Rights Act of 1965 would provide a golden opportunity that could have resulted in the actualization of equal rights for all people. Instead of developing school systems where students—regardless of race—would have access to equal resources, students from statistical minorities would find themselves on the precipice of an achievement gap (Love, 2004). The Elementary and Secondary Education Act was also introduced in 1965, and it would, in part, clarify and support parental engagement and would re-emerge in the 2002 No Child Left Behind Act. Despite legislation that was outwardly and←137 | 138→ seemingly progressive toward closing the achievement gap and investing in all students, Latinx students did not benefit from the spirit of these laws.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.