Much evidence suggests that an effective parent-school collaboration model can have multiple benefits for students and families. However, research also indicates that there are significant barriers posed to families from historically marginalized groups. This presentation will report the findings of a rigorous latent content analysis of the extant literature examining the parent-school collaboration experiences of Hispanic immigrant parents. Three waves of analysis were implemented. During the first wave, the researcher implemented an exhaustive search of the ERIC via EBSCO database accessed through his university library system using various search terms and limiters and retained articles that fit the description of involving parent-school collaboration of Hispanic immigrant families published between 2008 and 2022, resulting in 20 total culled articles. During the second wave, the researcher reviewed the articles to determine nascent constructs or concepts common among the articles. During the third wave, units of meaning were determined to function as final descriptors for the content analysis. Findings revealed the following two common descriptors: (1) Cultural differences in the meaning(s) of relevant terms; (2) Narratives of exclusion and blame. The findings of this study can be applied to design or redesign parent-school collaboration models that appear to marginalize Hispanic immigrant parents. These elements include broadening conceptualizations of key areas, understanding collective versus individualistic cultures, and refocusing the role of the teacher from "educative" to "inclusive".

Authors:
Eric Shyman, St. Joseph's University, United States

About the Presenter(s)
Eric Shyman is Associate Professor of Child Study at St. Joseph'S University in New York. His main areas of research include marginalized students, specifically students with disabilities and/or BIPOC.

Connect on ResearchGate
https://www.researchgate.net/profile/Eric-Shyman

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