Predicting Latinx Family-School Connections: The Role of School Cultural Climate

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Education, Schooling

Abstract

Positive family-school connections (e.g., parental engagement with schools and relationships with teachers) benefit children academically, behaviorally, and socially (Sheridan et al., 2019; Wilder, 2014). Unfortunately, not all families experience positive connections with schools. Families of children with social-behavioral difficulties may disengage with schools (El Nokali et al., 2010) and experience discordant relationships with teachers (Minke et al., 2014). Additionally, some families may experience cultural conflicts or marginalization when interacting with school personnel (Doucet, 2011). In particular, Latinx parents have reported poor relationships with teachers and feeling unwelcome in schools (Hill & Torres, 2010; Miller et al., 2016).

There is a critical need to examine school contexts through a cultural-ecological lens (Garcia Coll et al., 1996) to help identify facets of school climate that promote family-school connections for Latinx families. Aspects of the school cultural climate that have been theorized to influence the engagement of marginalized families include teacher cultural beliefs (Gay, 2010), levels of student ethnic/racial diversity (Benner & Yan, 2014), and schoolwide approaches toward parents (Sheridan et al., 2013). However, little is known about how the school cultural climate influences family-school connections for Latinx students, especially those who experience social-behavioral challenges. Therefore, the aim of this study was to examine the extent to which aspects of school cultural climate (e.g., parent perceptions of school climate, teachers’ cultural beliefs, and school ethnic/racial composition) relate to Latinx parents’ school engagement and relationships with teachers for students with social-behavioral difficulties.

Our sample was drawn from an ongoing randomized-controlled trial testing the efficacy of a family-school partnership intervention. It included the parents (n=105) and teachers (n=98) of Latinx students from 45 schools in the Midwestern and Western United States. Teachers referred students for social-behavioral concerns, and participants met criteria on a behavioral screener. Data were collected prior to the start of the intervention. School cultural environment was explored using measures of teacher cultural beliefs (Hachfeld et al., 2011), parent perceptions of school climate (Kohl et al., 2000; Wong & Hughes, 2006), and schoolwide percentage of Latinx students. Family-school connections were assessed via parents’ self-report of engagement (Sheridan et al., 2005) and relationship with their child’s teacher (Vickers & Minke, 1995).

Preliminary multilevel regression models indicate that parents’ positive perceptions about school climate related to higher levels of parent-teacher relationship quality as indicated by subscales tapping Communication-to-Other (b = 0.58, p < .001), Mutual Support (b = 0.79, p < .001), Relationship Barriers (b = 0.78, p < .001), and Respect/Expectations (b = 0.70, p < .001). Additional analyses will explore how certain school characteristics (e.g., ethnic/racial composition, teachers’ Spanish language use) and family demographics (e.g., language preference, time in the United States) moderate this association using interaction terms.

The current findings suggest researchers and practitioners should seek to understand and enhance methods by which school personnel may form relationships with Latinx parents of students with social-behavioral difficulties, with the goal of supporting the development and skills of these students. Implications of these findings for culturally responsive school-based interventions will be explored.

Authors

• Karalynn E. Brown, University of Nebraska - Lincoln
  Presenting Author

• Donna Chen, University of Nebraska - Lincoln
  Non-Presenting Author

• Lorey A Wheeler, University of Nebraska - Lincoln
  Non-Presenting Author

• Matthew Gormley, University of Nebraska-Lincoln
  Non-Presenting Author

• Susan M. Sheridan, University of Nebraska-Lincoln
  Non-Presenting Author

• Elizabeth S. Brower, University of Nebraska-Lincoln
  Non-Presenting Author

• Kristen Derr, University of Nebraska-Lincoln
  Non-Presenting Author