Academic Socialization in Latino Parents’ Conversations About Education with Gifted Middle School Children

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

Research demonstrates that different forms of parent involvement, including academic socialization, relate to improved student outcomes. While academic socialization is associated with improved student outcomes, variations in culture and ethnicity affect how families are involved (Fisher & Padmawidjaja, 2011). The nature of this process remains underdeveloped for Latino families with academically gifted children at the middle school level. The goal of this study was to understand how Latino parents of gifted children may use parental academic socialization in conversations about education with their gifted child.
This qualitative study used a phenomenology methodology that involved semi-structured interviews with sixteen Latino parents. Parents were primarily of Mexican heritage including both US born and immigrant parents. The data from the interviews were analyzed to describe the phenomenon of conversations about education that these Latino parents had with their academically gifted middle schoolers. An open question regarding conversations about education was presented to the parents to reveal their voices about this topic. The open lead question was followed by further probes to support full responses on this topic. Parents were interviewed by a bilingual person and given the option to conduct the interview in English or Spanish. The interviews were transcribed and translated to English. The transcripts were read completely and then analyzed for specific codes. Next, these basic codes were organized into key themes. Interrater reliability at the basic code level was strong. At the theme level, differences were resolved by consensus.
Using thematic analysis, key themes that were evident from the interviews with these parents including the following five themes. First, this group of Latino parents instills values for education, respect, family, and appreciating giftedness. Second, these Latino parents expect their children to study in preparation for college. Third, these parents prepare for their child’s future to be able to attend college and have professional careers. Fourth, this group of Latino parents teach independence by encouraging the children to take responsibility and advocate for themselves. Finally, the hopes and dreams of these Latino parents focus on their children becoming successful professionals.
The findings reveal that Latino parents with gifted middle school children engage in conversations about education in ways that are consonant with Hill’s model of academic socialization. Subtle differences were evident in the topics that were discussed more often with immigrant versus US born parents. Immigrant parents expressed hopes and dreams for their child’s future as a professional more so than US born Latino parents. In contrast, US born parents talked more about independence training and planning for the future. These findings will be discussed in the context of cultural practices for parental involvement in education for gifted Latino children as they occur in both immigrant and US born parents. Importantly, the parents did not see a contradiction between promoting values of respecto and familism while engaging in independence training. Overall, the parents revealed that they engage in meaningful conversations about education with their gifted children that resonate with the concept of academic socialization.

Authors

• Martha Lopez, University of Wisconsin-Milwaukee
  Presenting Author

• Susie D Lamborn, University of Wisconsin - Milwaukee
  Non-Presenting Author