Annotation from the Connection Collection
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|Title:||From barrios to Yale: The role of parenting strategies in Latino families|
|Resource Type:||Journal Article|
Hispanic Journal of Behavioral Sciences, 26(2)|
|Literature type:||Research and Evaluation|
This study utilized qualitative methods to examine the impact of home characteristics and the role of parents in the academic success of impoverished Latinos from immigrant families. The researcher's primary goal was to identify parenting practices that contribute to the achievement of low-income Latino students. The results indicated four family background characteristics that were associated with academic success: parental commitment to education, parent facilitation of autonomy in their children, nonverbal support for academic goals, and supportive faculty mentors. Ten Latino undergraduate students attending Yale University served as participants in this study. The students were interviewed about parental involvement in academics and student participation in extracurricular activities. All participants were first generation, U.S.-born students and the first in their families to attend college. In this sample, five participants were male and five participants were female; ages ranged from 20 to 22. This study suggests that, contrary to the negative stereotypes regarding poor parents, Latino students' parents are committed to the academic achievement of their children. This study is limited by its small sample size, and future research including randomized controlled trials should test these findings with a larger sample, in order to establish the robustness of these results.
Suggested Citation Style:
- Ceballo, R. (2004). From barrios to Yale: The role of parenting strategies in Latino families. Hispanic Journal of Behavioral Sciences, 26(2), 171-186.