Levels of Latino Parent Involvement: Differences by National Origin and Socioeconomic Status

Abstract

For Latino immigrant parents, the challenges to involvement in their children’s education are numerous and often times daunting. Many have low levels of high school completion, do not speak English and are unfamiliar with the U.S. school system. Although much work has revolved around examining racial and socioeconomic differences in parental involvement, little has been done to unpack group differences within racial/ethnic groups. In recognizing the importance of examining ethnic and racial groups more carefully, this study has analyzed parental involvement differences between five Latino subgroups – Mexicans, Dominicans, mainland-born Puerto Ricans, island-born Puerto Ricans, and those labeled as Other. As the analysis reveals, there are significant differences in the perceived barriers to involvement, perception of parent-school relationship and parent involvement practices between different Latino immigrant groups due largely to three important SES variables – having at least a high school education, English language usage, and access to technology in the home.