Unpacking Caregiver Engagement: A Study of Mexican Mothers' Experiences in Children's Mathematics Education

• In Event: Creating Spaces for Parents of Multilingual Children to Showcase Their Expertise and Understanding

Abstract

Purpose. Perspectives on caregivers from minoritized communities’ engagement in children's education often focus on perceived deficits, ignoring their valuable ways of knowing, experiences, and mathematical knowledge (Baquedano-López et al., 2013). Furthermore, their engagement is often limited by a definition of engagement that involves a school-centered approach. This study aims to highlight the disconnections between the involvement opportunities offered to caregivers and their perspectives on what constitutes meaningful engagement. The guiding research question is: What do mothers perceive as meaningful engagement in their children's mathematics education at school?

Theoretical framework. This study is grounded on the concepts of funds of knowledge (Moll et al., 1992) and parents as intellectual resources (Civil & Andrade, 2003). Recognizing caregivers’ funds of knowledge and their strengths promotes connections between home and school, dismantling deficit narratives around their engagement.

Methods and Data Sources. Participants included seven Spanish-speaking mothers of Mexican origin. All of them had participated in one of two projects designed to foster relationships of confianza between caregivers and teachers and exchanges of mathematical knowledge. This prior participation offered them a perspective on equitable home-school collaboration. Data collected included one semi-structured individual interview per participant (approximately 2 hours each). Interview transcripts were analyzed using descriptive coding (Saldaña, 2016), yielding codes such as “inquiring about the child’s progress” and “requesting examples of math problems.” Common themes across participants illuminated mothers' perceptions of engagement and available opportunities.
Findings. The mothers' reflections on their school experiences revealed a nuanced understanding of meaningful parental engagement, emphasizing the importance of teacher and school interactions. For example, they saw after-school communication, such as group texts, as a two-way dialogue, not just a one-way announcement. They valued teachers who addressed their questions about children's progress and shared resources for at-home math learning. The mothers, who already taught their children their way of doing math, wanted to learn from teachers so that they could better support their children.
Regarding volunteering, the mothers preferred direct involvement in math classrooms over general school social events. With limited time they sought opportunities that directly impacted their children's learning. Isabel wanted to participate actively in the classroom. She explained, "If they do a math problem [in class], and the teacher says, 'I do it this way,' I would like to say, 'Oh, I have this other way too'" and discuss it. Berta challenged the school's emphasis on volunteering at events as an engagement indicator by explaining that her inability to volunteer did not reflect a lack of support, as she actively supported her daughter's learning at home.
Scholarly significance. Research on the engagement of caregivers from minoritized communities in mathematics education has highlighted the need to adopt an asset-based approach (Civil & Bernier, 2006). Findings provide insights into caregivers' perceptions of engagement, broadening the traditional definition of parental involvement. By understanding what caregivers genuinely do to support their children and what they consider meaningful engagement, educators can foster more effective home-school connections and collaborations.

Author

• Fany Salazar, University of Arizona