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dc.contributor.advisorBarski-Moskal, Ewelina
dc.contributor.authorWilson, Kerianne
dc.date.accessioned2021-09-08T14:16:36Z
dc.date.available2021-09-08T14:16:36Z
dc.date.issued2018-04-29
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6709
dc.description.abstractThe recent increase of children from immigrant families into the United States has fostered numerous questions on their academic achievement in the American school system. According to research, these immigrant families experience various barriers that hinder building positive, beneficial relationships with school personnel. Through literature-based research one can note why and how parents become involved with their children’s education as well as the benefits of parental involvement in academic achievement. The findings of this research suggest that increasing communication between immigrant and Hispanic families with school personnel, encouraging learning at home, and providing culturally relevant experiences can positively increase a child’s academic achievement and self-efficacy in the classroom.
dc.subjectParental Involvement
dc.subjectEnglish Language Learners (ELLs)
dc.subjectHispanic
dc.subjectFamily
dc.subjectParents
dc.subjectCommunication
dc.subjectBarriers
dc.subjectElementary Schools
dc.subjectCulturally Responsive Pedagogy
dc.titleThe Positive Effects of Immigrant and Hispanic Families’ Participation in their Child’s Education
dc.typethesis
refterms.dateFOA2021-09-08T14:16:36Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.source.statuspublished
dc.description.publicationtitleSenior Honors Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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