The Relationship Between Hispanic English Learners' Learning, Teacher Empowerment, and Parental Involvement

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-7 - Insights and Agency of Teachers of Bilingual Learners

Abstract

This study examined the relationship between Hispanic English language learners’ learning, their parents’ involvement in the learning, and their teachers’ empowerment through professional knowledge. It is believed that Hispanic parents’ involvement in children's school activities is more influential to academic performance and educational attitudes than is teacher empowerment alone. A total of 309 Hispanic English language learners, 309 parents, and 38 teachers participated in this study. Structural equation modeling was used. Due to the non-significant difference of the p-value, the empirical model was found to be a good fit. These results revealed that Hispanic parents’ involvement has a more positive impact on their children’s academic performance than does teacher empowerment when primarily focused on professional knowledge attainment.

Authors

• Jui-Teng Li, University of New Mexico

• Hector H. Rivera, Texas A&M University - College Station