Running head: PARENTAL EMPOWERMENT 1 Parental Empowerment as a Means to Promote Latina/o Post-Secondary Access Evette K. Roux California State University San Marcos
2 Abstract Marginal representation in post-secondary education is a critical issue for Latinas/os. Latina/o families often lack knowledge and wherewithal to guide their children in an advantageous academic direction. They are often unaware of the processes of the U.S. academic system, and the resulting apparent lack of participation is misinterpreted as a disinterest in the educational achievement of their children. In order to increase the educational attainment of Latina/o students it is imperative to empower parents with the knowledge that will provide their children access to higher education. This project draws on studies that examined conditions which seem to correlate with increased Latina/o student achievement. Such studies have demonstrated that one of the most influential motivators for students success is parental involvement. In order to address the challenge of underrepresentation in higher education, this project presents a curriculum developed for Latina/o parents of elementary-aged children. The curriculum offers effective strategies to engage parents in the long-term educational trajectory of their children. It is designed to raise college awareness and empower Latina/o parents with skills and knowledge to navigate the U.S. school system. The goal is to foster higher academic goals for Latina/o students and consequently lead to the attainment of a college degree.
3 Acknowledgements I would like to dedicate this work to my mother, whose actions and wisdom taught me the importance of perseverance and dedication. Through her incessant encouragement she conveyed high value for my education. Quiero dedicar este trabajo a mi mamá, que a través de sus acciones y sabiduría me enseño la importancia de la perseverancia y dedicación. A través de sus incesantes ánimos, ella transmitió un alto valor por mi educación. I want to thank my chair, Dr. Brian Lawler, for devoting his time, having high expectations of me and providing valuable support, guidance and encouragement. I want to extend my gratitude to my committee member, Dr. Elizabeth Garza, for all the assistance she was able to dedicate to me. To my brother, whose continued patience and support have kept me strong and motivated throughout my educational journey. Henry, thank you for the countless hours of help and dedication you have given me. Chris, I thank you for all that you have done to help me during this time. I especially want to thank you for your unconditional support. You always find a way to keep me going. I could not have done this without you. Silver, thank you for helping me stay positive through challenging moments. Your advice, motivation, and expectations are very valuable to me. Thank you for keeping me inspired! Marianna, thank you for your genuine interest in helping me succeed. You helped me maintain focus and kept me motivated through the development this project. The great thing in this world is not so much where we are, but in what direction we are moving. ----Oliver Wendell Holmes
4 Table of Contents Chapter I: Definition of the Problem...5 Purpose of the Project 6 Preview of the Literature 7 Preview of Methodology 11 Chapter II: Literature Review...13 Attracting Latinas/os to Higher Education 14 Programs that Promote College Awareness 18 Qualities of Successful Programs 22 Chapter III: Methodology...27 Design 27 Participants 29 Setting 30 Workshops and Curriculum Organization 31 Evaluation/Assessment 34 Chapter IV: Project Presentation...36 Workshop I 38 Workshop II 55 Workshop III 73 Workshop IV 85 Workshop V 94 Workshop VI 107 Workshop VII 115 Workshop VIII 119 Chapter V: Project Recommendations...135 Project Focus 138 Reflection 139 Limitations and Delimitations 143 Conclusions 143 References...144 Resources...147
5 Chapter I: Definition of the Problem College. For some, college is the natural path that follows high school; it is their life plan. For others, college is just a passive thought or an abstract word; it is a place where only certain people belong. As first-generation students, many [Latinas/os do] not grow up expecting a college education, (Gardella, Canadales, & Ricardo-Rivera, 2005). In the year 2009 there were 48.4 million Latinas/os living in The United States, but only 13% of the students had attained a college degree (Pearson Education, 2011). Although research shows that the Latina/o population values higher education (Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010), the numbers of college enrollment remain low with only 12% of Latinas/os enrolled in 2008 (Pearson Education, 2011). Guiding questions for this project include; if Latinas/os value education, why is it that the percentage of college enrollment and degree attainment is not higher than 13%? How can we increase the retention of Latina/o students? How can we inform and motivate Latina/o students to enroll in college? How can we encourage Latina/o parents to lead their children to higher education? The absence of information is preventing many Latina/o students from continuing their education after high school and sadly, some give up before they complete high school (Zell, 2010). Latina/o parents lack information regarding education and college processes, therefore, the educational support and assistance they can provide their children is limited (Cabrera & Padilla, 2004; Zalaquett & Lopez, 2006). In order to maximize the success of the Latina/o students in our schools, it is imperative that we establish a relationship with the community, involving parents and students. Gaining parental involvement will empower parents to support and motivate their children s education and this will result in higher educational attainment of
6 Latina/o students. Because it has been identified as one of the most significant contributors to student success (De Gaetano, 2007; Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010), parental involvement will help increase college access and attainability, changing college from an abstract word to a tangible idea. This chapter will cover the purpose of the project, preview literature and methodology, and state the significance of the project. Purpose of the Project The Latina/o dropout rate of students continues to increase while only few are enrolling in college. In 2008, only 12% of Latina/o high school graduates had enrolled in a college course or full time plan throughout the nation (Pearson Education, 2011). What course of action can be taken that will stimulate an increase in the number of Latina/o students who enroll in a higher education institution? The purpose of this project is to increase the college enrollment of Latina/o students through parental involvement by creating a curriculum that will instill college awareness. This curriculum will be administered through a series of bilingual workshops for Latina/o families. As has been noted, parental involvement contributes greatly to the academic achievement of their children (De Gaetano, 2007; Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010). Students, whose parents are proactive in their education, have a higher success rate than those whose parents are not involved or rarely involved. This project will build connections with parents and offer information pertaining to college readiness and the processes of entering college. It will allow Latina/o parents more access to their children s academia and empower them to become involved in pertinent decision-making. In a 2005 longitudinal study that aimed to measure the correlation between parental involvement and educational achievement, it was revealed that
7 parental involvement over the course of one year was associated with a 16% increase in the odds of high school completion. The odds of high school completion increased with each additional year that parental involvement continued (Reynolds & Clements, 2005). My rationale for creating a curriculum aimed to enrich college awareness among Latina/o parents with children in the elementary grades is based on research that has identified parental involvement as a fundamental aspect to the academic success of students (De Gaetano, 2007; Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010). Creating a curriculum that will influence parental involvement will prove impactful in enhancing the college-going-rate of Latina/o students. This curriculum will emphasize to parents the importance of guiding and closely monitoring their children s education starting in the early years, in order to prepare them for college. Preview of the Literature The literature review for this project focuses on three major topics, each offering supportive details that stress the importance of building a curriculum for a program of college awareness. These topics are relationships and expectations, programs that promote college awareness, and qualities of successful programs. Relationships and Expectations. One key element for students achievement is the positive influences and encouragement they receive from people with whom they interact. For example, faculty members such as teachers, counselors, and advisors are all significant contributors to the academic success of students (Zell, 2010). Also important, however, is the parental support that students receive that highly contributes to an ongoing education (Auerbach, 2004; De Gaetano, 2007; Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010). Downs (2008) references Cabrera and Padilla (2004), This is an important consideration, as having a
8 supportive family has been implicated as a variable that greatly facilitates college attendance and success among Latina/o students (p. 229). Parental support is closely correlated to student motivation. Research, such as the study conducted by Zell (2010), supports this claim. Students who participated in her study indicated that the encouragement and support they received from their parents, more so than from other sources, was what kept their educational motivation to high. When educators and parents hold high expectations of the students, the students also set higher expectations for themselves than when they do not have any expectations to meet (Cavazos et al., 2010). Academic motivation can be supported in many ways, and one is to set up goals. When students make a long-term plan, it helps guide them academically. In the study by Cavazos et al. (2010), students who made long-term goal setting, knew the direction in which they were going and what they needed to do in order to accomplish their goals. When students have a plan their motivation increases, but most importantly, when students are raised with a sense that parents contribute to and support their goals, their academic accomplishments soar. College Awareness Programs. College awareness programs for Latina/o families are designed to promote higher education with the goal of increasing the percentage of students within the community to attain a degree. At the time of this study, there are numerous programs nationwide that help support families and students individually in college preparedness. Examples include programs such as Latino Parent and Family Support Advocacy and Support Training (LPFAST), The Knowledge is Power Program (KIPP), Parents Teaching Parents (PTP), Families and Futures (F&F), and Juntos Para una Mejor Educación (Together for a Better Education). The efforts of these programs vary depending on the particular needs of the
9 community with which they are working and their funding availability; however, they share a common goal: to increase the college-going rate of Latina/o students. LPFAST works with families who have students in grades kindergarten through eighth grade by offering a series of workshops where both parents and students participate. Each session is 2-hours long and is administered in Spanish and English by school representatives and past participants. In addition to the workshops, the families who complete the six sessions are offered ongoing support (Behnke & Kelly, 2011). In a very similar manner, PTP assists Latina/o families by providing college-related information and access. PTP s approach to promote college also offers six-session workshops that are offered throughout the year in the school setting. Parent volunteers and school representatives administer the workshops, which have so far experienced a positive response from the participant families (Downs et al., 2008). A different approach to increasing college access is offered through charter schools by KIPP. Starting in the mid-1990s, these charter schools have expanded across the United States. KIPP works with students from kindergarten to high school using a strict curriculum that holds high expectations of their students. The majority of students who participate in KIPP charter schools are Latina/o students (Tuttle, Teh, Nichols-Barrer, Gill, & Gleason, 2010). Markers of Quality Programs. One important quality common among college awareness programs that continue to have a positive response from the Latina/o community is the use of Spanish to communicate with parents. Many of the Latina/o parents are more comfortable addressing significant issues in Spanish than in English, therefore, conducting the workshops in Spanish is important to the participation of parents (Downs et al., 2008). Another impactful quality is that these programs reach out to the community by going outside of the
10 school campuses (Hoover-Dempsey, Walker, & Sandler, 2005). Instead of limiting parentcontact to the school grounds, programs that have had success in participation, go to the community s church and attend events in order to relay information about their workshops. This has helped the programs maintain a large number of families that participate in the workshops (Downs et al., 2008). Being consistent without facing the threat of having to stop services to the community is an important quality offered by programs that can be maintained by a cost-effective budget. When the cost of programs becomes too challenging to maintain, it can result in a permanent halt to services. However, when programs can maintain a low-budget, they can continue to provide long-term services to the community (Auerbach, 2004). Providing hands-on activities and making the programs accessible to parents with students of all grade levels are two important practices to building a curriculum that will provide a successful program (Auerbach, 2004; Downs et al., 2008). According to a survey for PTP, parents and students felt that one of the most helpful hands-on activities was the ability to use the internet. This activity helps families search information relative to college and having a school representative to assist with tips on navigating college websites is significant since many of these families have little or no experience using the internet (Downs et al., 2008). Starting college awareness at the elementary grades or even earlier in kindergarten or preschool is supported by many of the programs that continue to witness college enthusiasm among the communities with which they work. Starting early allows families to create a longterm educational plan; it also creates expectations for students to meet throughout their educational trajectory (Auerbach, 2004; Behnke & Kelly, 2011; Downs et al., 2008; Nuñez & Oliva, 2009). Auerbach (2004) strongly suggested, Start early no later than the upper
11 elementary grades to reinforce family college aspirations and introduce the idea of planning for pathways to college (p.140). Preview of Methodology This project is intended to be administered as eight weekly sessions. It promotes collegeawareness through numerous activities and information. Each session is systematized with specific guidelines for the instructor. These include the order of each activity and associated presentations, a list of materials needed and master copies of complementary worksheets and handouts. The activities incorporated in each session are designed to increase parent collaboration with one another and to increase present participation in schools. The activities focus on providing parents the opportunity to interact with one another and to be able to begin establishing a network within the educational setting as well as increase their comfort-levels with school-related events. In order to give all parents in this group the opportunity to participate, work schedules and primary languages are taken into consideration. It is important the workshops be held at a time and day that is the most convenient for the parents (Downs et al., 2008) and they are provided in their strongest language; parents were more likely to participate in small discussions in their dominant language than in large, combined bilingual presentations (Auerbach, 2004, p. 129). The project is directed at Latina/o parents and their children. The parents educational levels are likely to vary. Many of these parents may work in the farm fields located in this community. The children are likely first-generation with only a few being second-generation.
12 In order to make these workshops as effective as possible, they are intended to be offered at a school s computer lab. Here, the instructor and the parents would have access to all the necessary resources and technology in order to have active workshops. The parents would have access to the Internet and the instructor would be able to provide the parents with electronic visuals through the use of the screen projector and smart board. This project focuses on creating a community of parents that is active in the educational needs of our students. The main goal is to provide parents with the skills, information, and support that they need in order to motivate and guide their children s path to higher education. Summary of Chapter This project is significant to the Latina/o community as it will help increase educational achievement by providing parents with an understanding of the American school system. Parents who are intimidated by the school setting will learn strategies for information research and also establish personal connections with other parents and school representatives. Parents and students will learn about the college opportunities that exist and they will learn to create a longterm educational plan. Most importantly, this project will inspire higher education. Understanding the needs of the Latina/o community and working collaboratively with them by providing a culturally-relative setting that is both, informative and practical will instill college awareness and thus increase college enrollment of Latina/o students. Understanding the qualities that allow families to take full advantage from a college awareness program is important when building a new curriculum. This chapter provided the significance of the project, previewed the literature and methodology. The following chapter provides a thorough review of the literature that informed this project to create college awareness among Latinas/os, and successful practices for doing so.
13 Chapter II: Literature Review With a population of 41.3 million in the United States, Latinas/os are the largest minority group in the country and also the largest group among individuals under the age of 18 (US Census Bureau, 2009; Zalaquett & Lopez, 2006). The Latina/o population continues to grow at a significantly fast pace in the United States, yet the number of Latina/o students who attain a college degree remains low in comparison with other ethnic groups. The qualitative study (Downs et al., 2008), documents that few Latina/o students achieve postsecondary education and 44.2% do not complete their high school career. In the year 2000, only 22% of the Latina/o students who completed high school were enrolled in a community college or a 4 year university (Downs et al., 2008). Without efforts to increase the retention rate of Latina/o students in public high schools and consequently their attendance to postsecondary institutions, fewer can expect to meet the projected demand of an educated work force. Measures to increase the educational attainment level of the Latina/o students have been implemented throughout the United States with numerous efforts to promote college education. College awareness programs designed to raise aspiration levels and promote college-going rates are becoming increasingly accessible for students and families in school districts with sizable Latina/o populations. These programs are designed to inform families on the college processes and to motivate students toward high academic goals. Because these programs are relatively new and still developing, research for examining the outcomes of these projects is limited. However, existing research will aid in their development. This literature review will examine research conducted on the efforts promoting Latina/o student retention and enrollment in higher education, look at specific programs and their efforts
14 to increase the success of Latina/o students, and identify attributes and outcomes associated with successful programs. Attracting Latinas/os to Higher Education In order to succeed, students must find the motivation and drive to do so. Teachers, counselors, and other school-related sources contribute to the academic determination of Latina/o students. In addition, one of the major contributors to student success is parental involvement. The following studies examine the intersection of student motivation and parental involvement. Student Motivation. In order to increase the number of Latina/o students in higher education, one main focus of research is to identify predictors of college success. Latina/o students are often associated with low educational attainment and lack of academic motivation. Unfortunately, there are administrators, counselors, and teachers who exhibit low expectations of Latina/o students when it comes to education; in fact, some have a formed misconception that Latina/o students are not interested in pursuing a higher education (Zell, 2010). Contrary to these false interpretations of Latina/o students and their academic goals, many students want to attend college, but they are often unsure of what steps they need to take in order to be accepted in a higher education institution. Latina/o students are concerned about their futures and they aim to have better job opportunities than their parents did, but they are susceptible to think college is not for them (Zell, 2010). Many parents of Latina/o students want their children to go to college and have access to career and life opportunities to which they may not have had access (Perez & Ceja, 2010). Even though many parents want their children to succeed, they are unaware of how they can help. Many parents are hesitant to help due to their own lack of education and inexperience with the school community, especially at the higher levels.
15 The success of Latina/o students can be attributed to the way they feel about themselves and the expectations they have from others. When students know that it is expected of them to attend college, they set higher goals for themselves than students who do not feel the pressure to meet anyone s expectations (Cavazos et al, 2010). In their 2010 study, Cavazos et al. conducted interviews in order to determine commonalities in the education among Latina/o who succeeded in attaining a bachelor s degree, even through difficult life circumstances. The results of the study indicate that Latina/o students had built resiliency and still stayed focused on completing their education. The resiliency of the students to overcome and move past their life circumstances came from a number of common factors including academic goals, significant interpersonal relationships, and intrinsic motivation. By setting academic goals that extended past the baccalaureate level, the students knew where they were headed and that they needed to work hard in order to meet their goals. All of the participants had set clear and specific goals that helped them stay motivated and on task. One hundred percent of the participants reported that having support from their families was one of the biggest motivators to continuing on with their education. Even though most of the families were not familiar with the college process, they supported their children however they could. One example was that a mother would write encouraging notes to her daughter during final exams. Another student said that although his family did not go to school, they always reminded him of the importance of being a responsible student. The intrinsic motivation came from the circumstances that students had experienced or had learned through their families experience (Cavazos et al., 2010). For example, one student experienced first-hand the difficulty of manual labor and the small wages for such strenuous work. His intrinsic motivation came from knowing that if he did not finish college, he would not
16 be able to financially help his hard-working family and his desire to help them is what kept him motivated. These findings can serve as a guide on how to better assist students who do not have support or lack the intrinsic motivation to continue on to higher education. Students who have familial support and encouragement are more likely to have a prosperous academic career, than those students who do not have the support from home. Even when parents are not well informed about the school culture in the United States, they can show their support in many ways (Zell, 2010). In a qualitative study conducted by Zell (2010), Latina/o students who were successful in achieving high academic goals, reported having familial support. Students said they relied on family for validation when making decisions about their education. This study reveals that parental involvement has a positive correlation with the number students who enroll in college; therefore, providing ways for Latina/o parents to become more proactive in the education of their children will result in a higher number of Latina/o students who have the determination and support to attend college. In the same study (Zell, 2010), some students answers revealed that they did not feel college was for them because of the lack of support they experienced at school. School faculty that was not welcoming and did not hold high expectations of the students impacted the perception the students had of themselves and their academic abilities. Insensitive comments made by teachers or counselors caused students to feel as if they did not belong in college; however, when faculty was welcoming and helpful, the students self-esteem thrived and therefore, so did their academic performance. Parental Involvement. Like most parents, Latina/o parents want their children to succeed and to benefit from the educational opportunities offered in this country. Many Latina/o parents are not informed on how to help their children become successful (Zell, 2010). As it has
17 been noted, some educators believe that Latina/o parents do not value education, although Latino parents are often marginalized in schools due to race, class, and cultural differences, many school personnel suspect Latino parents of not caring about their children s education. (De Gaetano, 2007). Often the Latina/o students are first generation in the United States which creates a disadvantage for them when it comes to having full awareness of the educational system. Due to their lack of information, parents often feel helpless when it comes to helping their children. Downs et al. (2008) the found a desire of Latina/o parents for their children to succeed in a college education, but their schools lack of communication left them unaware because they were not contacted with the information they needed to support their children s education. Parents see schools as a resource for their children where they should be given all the information and motivation they need in order to succeed, but schools are not providing all the necessary tools needed for achievement (Downs et al., 2008). Students are not college-ready due to the lack of information from their schools or from their families. All the educational decisions are left up to the young students who are often insecure about their ability to succeed in an institute of higher education. Instead of leaving young Latina/o students to make decisions about their education on their own, Behnke and Gonzales (2010) suggest that schools should work closely with Latina/o parents in order to reduce the high school dropout rate. Based on the findings of their study, Latina/o parents play an important role in dropout prevention. Working closely with Latina/o parents will help school faculty understand their needs and concerns and gain an understanding of what they can do to keep their students motivated to thrive. Students who make decisions alongside their family members, particularly their parents, have a higher chance of continuing education beyond high school (Tenenbaum, 2007).
18 The results of the study by Downs et al. (2008) indicate that parents are intimidated by the school setting because it does not seem welcoming. The study also found that parents want more information regarding college requirements, SAT and ACT preparation, but they are unsure of where to attain it. Some parents were anticipating that this information would be provided by their schools, but this is not the case. As with other research, it was found that parents feel that they do not belong in the school setting and they do not have sufficient information to guide their students, therefore, they feel incapable of doing so (Downs et al, 2008). Creating a welcoming school setting will allow parents to feel more comfortable to inquire information regarding their children s academic goals; it is imperative that the schools and faculty work together to make schools more accessible to all parents. Programs that Promote College Awareness In order to positively impact the number of Latina/o students who enroll in higher education and pursue a 4-year college degree, different programs have come about with ideas on how to they can increase the retention rate. Many of the programs are working with students at the high school level, while some aim to work with students who are already in college. Other programs work with both levels so that students who received the additional support in high school can continue to do well in college as they receive support there also. There are very few programs that work with the elementary and middle school levels. The common goal of these programs is to increase the retention of students at the high school level and to help guide them in the process of college admissions. While some programs work directly and solely with the students at their school setting, others work with families; one of their main objectives is to increase parental involvement in the students academia. This topic focuses on three programs that promote college awareness to Latina/o students and families through workshops or charter schools. These programs are Latino Parent and Family Advocacy and
19 Support Training (LPFAST), The Knowledge is Power Program (KIPP), and Parents Teaching Parents (PTP). Latino Parent and Family Advocacy and Support Training. The Latino Parent and Family Advocacy and Support Training (LPFAST) is a program that works with students in kindergarten through eighth grade and their parents/families (Behnke & Kelly, 2011). The main goals of this program are to gain student and parent involvement in the school setting, to inform parents on a variety of topics related to academic success and to serve as a catalyst for parents to take action regarding their children s future. The program works in collaboration with the schools and seeks parental support. LPFAST holds 6 sessions throughout the school year in locations such as public school, after-school centers, and Cooperative Extension Centers. The 2 hour sessions are directed by Spanish-speaking facilitators and parents who were participants of the program. The program provides ongoing support to families and students who have graduated. Parents who have graduated LPFAST have the option of participating in a program that promotes leadership and a Latina/o support group. Behnke and Kelly (2011) sought to measure the effectiveness of LPFAST. They asked parents who participate in the sessions to fill out a survey at the beginning of the program and at the end. The results show that 100 percent of the families who attend all six sessions gain a significant amount of college-relative information and along with that their motivation to support their children increases. The students who participate also gain significant amounts of motivation and knowledge. The approach that LPFAST takes encourages families to work together and it opens gates for communication and goal-setting that otherwise may not have developed. The Knowledge is Power Program. A more intricate program that supports the educational growth of Latina/o students is The Knowledge is Power Program (KIPP). The goal of this program is to provide students the support they need in order to enroll and succeed in college (Tuttle, Teh, Nichols-Barrer, Gill, Gleason, 2010). The KIPP foundation started as two
20 charter middle schools in the mid-1990s and has expanded nationwide in 20 states with a total of 82 schools of all grade levels through high school. The rigorous program that KIPP offers promotes; high expectations of all students, more time for learning, and choice and commitment of the students, parents, and faulty. KIPP schools work with minority, low-income families; 90 percent of the students are Latina/o or Black. One way that KIPP exhibits its rigorous effort and dedication is by providing more time for learning. Students who attend KIPP schools are in class 60 percent more than their peers. In addition to long school hours that start at 7:30am and end at 5:00pm and occur twice a month on Saturdays. Students in the KIPP middle school attend a mandatory summer program which includes extracurricular activities and Saturday school (Tuttle et al., 2010). One key element of the efforts of KIPP is the positive impact in reading and math throughout the middle schools. The parent involvement and rigorous methods and expectations contribute highly to the benefit of the students academic achievement (Tuttle et al., 2010). Starting a college awareness and preparedness program in the primary levels, such as KIPP schools demonstrates to have a significant impact on the academic achievement of Latina/o students. The positive effects of KIPP increase significantly for the first three years after enrollment and students who remain enrolled continuously often exceed the benchmark expectation (Tuttle et al., 2010). Although college awareness programs that offer support to families with students in middle school or high school do provide valuable information and have some success rate, taking measures to support families and students through the entirety of the educational trajectory will prepare them to succeed in all grade levels; therefore, they will not need to enroll in intervention programs. Redding and Sheley (2005) emphasize the idea that
21 parent involvement is significant from an early age, For school-age children, comprehensive efforts, to engage parents at various points and in different ways seem most productive (p. 160). Parents Teaching Parents. KIPP is a nationally funded program, which continues to expand its charter schools in its quest to prepare students of all grade levels for college; it is parent-inclusive and follows a strict curriculum. Taking a different approach to target similar goals as KIPP is Parents Teaching Parents (PTP). This is a much simpler program that aims to contribute to the college readiness of families and the community. PTP is a low-budget, parentguided program; which means that parents are teaching other parents about preparing the students in the community for academic successes. Preparing parents to become community leaders will create a positive effect in the Latina/o community (Downs et al., 2008). Downs et al. describe that Auerbach (2004) emphasizes the importance of parent involvement in the process of college preparation programs, it seems likely that increased parent knowledge will translate into increased support for the children s college attendance, as the absence of college knowledge has been linked with parents who actively resist their children s pursuit of postsecondary education (Downs et al., 2008, p. 229). Similar to LPFAST, Parents Teaching Parents offers a six-session course which is administered by volunteer parents. The program offers a variety of college-related discussions and hands-on activities for parents and students. Because families are connecting with one another and with school representatives, PTP serves as a way for parents to establish a network that can help them beyond the six-week course (Downs et al., 2008). Strengthening partnerships between parents will help the Latina/o community overcome educational barriers as they learn to support one another.
22 College awareness programs serve as a social network for Latina/o families who may not have access to other college-related influences. For example, in the study by Downs et al. (2008), the participants in PTP shared that they learned from the stories they heard others. They were able to identify with other Latina/o families and the center became a place where they could come and access college information in a supportive environment. Downs et al. (2008) state that the classes became events to look forward to; where [participants] knew they would interact with interesting people, and exchange information that would help make the community and school a better place. Social support is linked to parents psychological functioning, therefore, they are more able to offer a warm and supportive environment to their children. Parental support and encouragement is documented by numerous researches as one of the most significant contributors to students motivation (Auerbach, 2004; De Gaetano, 2007; Downs et al., 2008; Perez & Ceja, 2010; Zell, 2010). Cabrera and Padilla (2004) state, this is an important consideration, as having a supportive family has been implicated as a variable that greatly facilitates college attendance and success among Latina/o students (p.152). Creating networks that stress and support the importance of a college degree will greatly contribute to the educational motivation and awareness of Latina/o students. The next section will examine significant qualities attributed with successful college awareness programs. Qualities of Successful Programs This section discusses six key elements research suggests be considered when planning a curriculum that will support the Latina/o community by increasing the families knowledge and college readiness. These qualities include breaking the language barrier, reaching out to the community, maintaining cost-effectiveness, college awareness in elementary levels, hands-on activities, and meeting the needs of the parents.
23 Breaking the Language Barrier. Examining the qualities of college awareness programs that help with their success will help build an effective curriculum. One way in which these programs earn success is through the communication aspect. By placing strong value in effective communication with families, programs like LPFAST and PTP consider it imperative that the courses and handouts in are provided primarily in Spanish with a short English translation followed. Families are more likely to feel most comfortable and learn more when topics and activities are done in Spanish (Downs et al., 2008). This is a very important consideration to take when creating a new curriculum in a community where Spanish is a prevalent primary language of many families. Latina/o parents who lack English communication skills may be hesitant to participate in any school activity where they might feel language is a barrier. As Davis-Kean and Eccles (2005) describe in relation to Latina/o parents, they [the parents] may have language difficulties and feel strange about participating with adults and children whom they cannot understand, or have difficulty understanding the materials that are sent home explaining participation opportunities (p. 58). Reaching Out to the Community. In addition to communicating with Latina/o parents in Spanish, the programs go beyond the school setting to reach out and maximize the number of participants. Places like church, community centers and community events, are all among the locations where communication between parents and school representatives occurs in the form of announcements, newsletters, invitations and bilingual fliers (Downs et al., 2008). Because Latina/o parents may feel intimidated by the school setting, reaching out to them in a place where they feel comfortable is more likely to have a positive response than if parent-contact is limited to a school campus (Hoover-Dempsey, Walker & Sandler, 2005).
24 Maintaining Cost-Effectiveness. A common quality among successful programs is that they created to be simple are cost-effective. When programs are cost-effective, they can continue to function long-term, whereas, programs that are too costly to maintain, may be forced to halt services due to lack of funding. When creating a curriculum for a college awareness program, it is important to use all the resources that are already available to the community, instead of purchasing all new materials or hiring paid professionals for which funding may not be sufficient. Auerbach (2004) reinforces this idea, outreach to parents need not be labor intensive or expensive but could be based around monthly or even quarterly workshops and build on existing school and college resources (p. 140). College Awareness in the Elementary Levels. Along with the idea of costeffectiveness, Auerbach (2004) suggests that college awareness programs will be more effective if they are offered to families with children in the elementary grades than if they are only offered in the middle schools and high schools. Access to a college awareness program before students reach high school is significant to their educational trajectory. In her study, Auerbach (2004) found that parents who participated in the program when their children were in the upper high school grades felt regretful that they did not have valuable information regarding preparatory courses and college requirements before the 10 th grade. Preparing families early-on is undeniably significant to the success of their children; doing so will be an advantage to their goal-setting, information acquisition, and networking. As it has been noted, LPFAST is an example of a successful program that works with families who have students in grades K-8 (Behnke & Kelly, 2011). This has proven to be successful in the community building that has taken place over the years as past participants return and new ones enroll. The more experienced participants serve as
25 a resource for families partaking for the first time; some parents even take on leadership roles, which contribute greatly to the continuation of the program without the need of external funding. Hands-on Activities. Another significant element of successful programs is the hands-on practice that family s experience. For example, families who participated in PTP and LPFAST have the opportunity to access and learn ways to navigate the Internet to find information substantial to college. Some families do not have Internet access at home, but through the program, they have the option of using it at the center during school hours. In the programs mentioned above, parents respond positively to the hands-on activities, stating that being able to use the internet and ask for help is one of the most beneficial activities and that it keeps the curriculum interesting. Instead of creating a didactic curriculum where families are overloaded with information, Downs et al. (2008) express that hands-on activities help families become selfsufficient in acquiring the information they need. Other hands-on activities include, learning how to read a report-card and developing a personal action plan (Behnke & Kelly, 2011). A curriculum that is more hands-on and less didactic will keep families engaged and the skills acquired through the valuable activities will be long lasting. Meeting the Needs of the Parents. Meeting the needs of the Latina/o families is a significant contributor to the success of programs like LPFAST, PTP, and Families and Futures (F&F) (Auerbach, 2004). When creating a curriculum for a college access program, it is important to understand the community for which it is intended. LPFAST and Juntos Para una Mejor Educación (Together for a Better Education) function almost identically and both have had continuous success in the administration of their curriculum (Behnke & Kelly, 2011). Both programs take into consideration the Latina/o community work schedule in order to determine the most convenient calendar for the program so that families are able attend the sessions without
26 missing valuable work hours. For example, most Latina/o families who participated in the LPFAST worked in fruit orchards, therefore, it was decided that the sessions would begin after harvest season ended (Downs et al., 2008). In addition to scheduling accommodations, LPFAST, F&F, PTP, and, JUNTOS programs all offer a variety of topics related to college attainment along with including in their curriculum topics of interest to the parents through open and honest discussions, for example; worries about loans, undocumented status, and student safety on campus (Auerbach, 2004; Behnke & Kelly, 2011; & Downs et al., 2008). Addressing concerns such as the aforementioned creates a trust and opens communication among families and school personnel so that helping students succeed becomes a team effort. Working directly and comprehensively with Latina/o families will equip them to progress individually and as a community. Conclusion A college awareness program could provide important information that many families do not receive from their schools. Working with Latina/o families to build a community of educated and skilled individuals can be done through a cost-effective program that takes into consideration their needs. As Marquez and Kiyama (2004) state: [Latina/o] families do value education they may represent their values in a variety of ways, but these need to be used to teach them how to help their students succeed in school with the resources they already have - use their funds of knowledge for example many of the families were found to be loyal, hard workers, families can transfer these skills to their student by reflecting those skills in [their education] (p.333).
27 Chapter III: Methodology This project is designed to serve students and families in North County Ventura where the population is 73.5% of Latina/o origin (US Census, 2010). Acknowledging that many Latina/o families are unaware of the processes that will gain their children access to higher education and successively, a college degree (Zell, 2010); it is our obligation to interest and influence the Latina/o students to enroll in college. I was inspired to commit to taking action toward a much needed change in the educational attainment of Latina/o students for innumerable reasons, among them are Latina/o underrepresentation in college, the lack of achievement demonstrated by the continuous dropout rate, and my personal experience and struggles as an immigrant child and first-generation college student. This project was created with the intention I have to impact the Latina/o families knowledge, but most importantly, I want to instill a desire and drive to learn and acquire skills that will benefit their futures in education. Providing Latina/o families the tools and information that they need to navigate the American school system will open doors and make college an attainable goal. This chapter will discuss the design, participants, setting, instruments, procedures, and an evaluation for the project. Design This project was to design a curriculum to create college awareness among Latina/o families through a variety of activities and information offered in each of the eight weekly workshops. More specifically, it will allow parents to participate in collaborative and self-growth activities that will inspire strategies that will enable them to guide their children through a successful educational career.
28 By attending the workshops, parents will learn information about college requirements, financial aid, networking, and parent-school communication among other topics. Participating in these workshops will give parents the opportunity to interact with one another and establish connections among the group and with school representatives. Keeping the needs of the community in mind was significant throughout the development of this curriculum. The parent workshops were planned to be offered twice a year; one fall session and one spring session. The eight workshops offered in each of the two sessions were developed in a manner that would accommodate the varying schedules of the working parents. It was important that the schedule did not cause parents to miss work because of their inflexible job positions. The workshops were scheduled to take place once a week on Saturday mornings for eight consecutive weeks. Every workshop was designed in the form of lessons built around activities for each week. The activities were made to accommodate the various learning needs of the parents. For each activity, specific examples and practice time were given. Specific times per activity and workshop session were not described in the curriculum plans because of the anticipation that time will vary per group and instructor. Depending on parent participation, content, and activities of each workshop, the length of each session may vary from 2 to 2.5 hours. A significant factor that was taken into consideration when designing these workshops was that of childcare. In order to maximize the number of participating parents, it was expected that childcare could be arranged and provided by a volunteer parent or school representative and held on the same school campus as the workshops. Proper accommodations for childcare were regarded as significant to these workshops because many parents do not have the funds or necessary connections to employ a babysitter. Furthermore, with the varying hours of each