Examining Deficit and Racialized Perspectives Within Teachers' Perceived Parental Involvement of LEP Students

• In Event: Advocating, Educating, and Policy Making: Family and Community Engagement to Advance Equity

Abstract

This critical quantitative study draws upon Critical Race Theory (CRT), Critical Whiteness Studies (CWS), and critical pedagogy (CP) to challenge dominant deficit perceptions of ELLs and families and argue that lack of ELLs’ parents’ involvement and support is constructed out of deficit orientations towards ELLs and families through examining the links between teachers race and family involvement of LEPs students. Our findings suggest that White teachers more negatively perceived parental involvement and support than their Hispanic counterparts. Additionally, higher percentages of LEP, NSLP eligible, and minority students had negative effects on teachers’ perceived parent involvement and support. These findings have important implications for school leadership and organizations to improve perspectives towards and collaboration with families of ELL/LEP students.

Authors

• Muna A Altowajri, Miami University - Oxford

• Bryan J. Duarte, Miami University