Variations in Family Engagement Patterns of Latinx Parents Across Preschool Settings

• In Event: Foregrounding Voices: Understanding and Supporting Schools' and Teachers' Engagement With Linguistically Marginalized Families and Communities

Abstract

Objective
As universal early preschool initiatives are increasing nationwide, there is a growing need to prepare schools and centers to work with culturally and linguistically diverse families. Providing children with high-quality educational classroom experiences is critical, but the impact is strongest when coupled with efforts targeted at increasing family engagement. Using a cultural sensitivity family engagement measure, the present study examined how Latinx caregivers’ engagement varied based on teacher-level characteristics, and investigated the extent to which this was moderated by program type.

Perspective
Past work has suggested that culturally and linguistically diverse families, in particular Latinx immigrant families, demonstrate lower levels of engagement nationwide. Although this has been attributed to a plethora of caregiver-related factors, including inflexible work schedules, language barriers, and cultural differences (e.g., Bohon et al., 2005; Marschall, 2006; Sosa, 1997; Tinkler, 2002), equally important is the way in which family engagement is captured, with most studies relying on measures that are not culturally valid for Latinx families. Work relying on an eco-cultural framework (Weisner, 2002) has shown greater levels of engagement when parents view school personnel as welcoming and receptive. While all centers strive to be welcoming, there are differences in how this is realized. Head Start programs, in particular, have a long history of including parents as partners in their efforts to prepare children for school success. Through its dual-generation approach, Head Start provides support for both children and their parents simultaneously, targeting the whole family. While this approach is effective, it is unique to Head Start. To date, however, little is known about how teacher-characteristics and program type (i.e., Head Start vs. public schools) might work together to support cultural forms of family engagement among Latinx caregivers.

Method
Latinx caregivers (N=168) were recruited from 31 PreK classrooms with a high percentage of Latinx children (>65%), 15 in Head Starts, and 16 in public schools. At the start of the preschool year, primary caregivers and teachers completed a demographic questionnaire. At both the start and end of the year, caregivers also completed the PEFL, a family engagement questionnaire designed specifically for Latinx families, capturing four dimensions of family engagement (i.e., Foundational Education, Supplemental Education, School-Based Engagement, and Future-Oriented Teaching).

Results & Significance
Preliminary results suggest that, over the course of the preschool year, caregivers’ family engagement increased significantly across all four dimensions. Moreover, caregivers of children whose teachers were more experienced, spoke Spanish, as well as had the greatest knowledge of Latinx culture, showed the greatest growth in family engagement. Notably, these relations appear to be moderated by program type, such that parents in Head Starts reported higher levels of school-based engagement at the end of the year, irrespective of teacher-level variables. Findings contribute to our understanding of how preschools can shape and support the family engagement of Latinx immigrant caregivers, thereby setting the stage for children’s successful transition into kindergarten. Results will be discussed in terms of implications for policy, research, and practice.

Authors

• Adina Schick, New York University

• Gigliana Melzi, New York University

• Cassie Wuest