Regarding and “(dys)regarding” Hispanic language minority families: distancing, collaboration and academic achievement

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dc.contributorAdams, Natalie G.
dc.contributorKuntz, Aaron M.
dc.contributorAtkinson, Becky M.
dc.contributorWolfgram, Matthew S.
dc.contributor.advisorPetrovic, John E.
dc.contributor.authorLandry, Paul Leonard
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:36:13Z
dc.date.available2017-03-01T17:36:13Z
dc.date.issued2015
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractStudents of Hispanic language minority families (HLMF) are the fastest growing demographic segment in public schools, despite increase or relaxation of immigration restrictions. An academic performance gap persists between Hispanic language minority students and their white peers. Research shows that collaboration between parents and schools which can positively impact student achievement is demonstrably lacking. The study examines experiences and reactions of HLMF with public schools to illuminate reasons for social distancing despite convergent interests of schools and HLMF toward greater engagement. Using qualitative research methods and a hybrid conceptual framework of social field theory (Bourdieu) and symbolic interactionism (Blumer), HLMF experiences and interpretations of interaction with schools are examined to identify misalignments [(dys)regard] in perceptions contributing to social distancing. Data revealed varied ways in which schools, using traditional and generalized discursive practices, fail to recognize or acknowledge needs and concerns of HLMF parents regarding academic achievement of their children. In addition, data revealed that HLMF have insufficient information, communication and understanding of school practices and policies to establish trusting and effective collaboration with schools. Engagement with each other is essential, but non-alignment of perceptions and roles, or (dys)regard, limits development of partnerships. Language difference is a mediating factor, but research findings indicate that perceptions of goals, motivation and practices extend beyond literal translation concerns. Observations of weaknesses in communicative interaction are noted and recommendations for promoting collaboration are discussed. Further research is recommended.en_US
dc.format.extent338 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002033
dc.identifier.otherLandry_alatus_0004D_11858
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2433
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation policy
dc.subjectEducation
dc.subjectEnglish as a second language
dc.titleRegarding and “(dys)regarding” Hispanic language minority families: distancing, collaboration and academic achievementen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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