Understanding Latino immigrant parents' socialization of children to education

This study centers on ways Latino immigrant parents in a Southern California urban community socialize their children towards education. Parental participation at the school site is investigated. This research illustrates the role of parental socialization in the education of Latino children. My study shows how the socialization and practices that occur in the Latino immigrant home prepare children for learning at school.;This ethnographic study focuses on 9 families with children ranging in age from nine months to adult-aged. Data collection proceeded over one year and included observations, interviews, and questionnaires. Common variables were: (1) mothers had immigrated to the US during their teens and twenties; (2) mothers had received their formal education in Latin American countries; and (3) mothers were Spanish-dominant. Half of the mothers had a generally low level of participation at the school site, whereas half had a higher level of participation.;Findings showed that Latino immigrant families contribute to the education of their school-aged children in ways that are generally unrecognized by schools and teachers. Home observations show that activity in Latino immigrant homes is highly varied. Children are exposed to interactions in the home and community which help them develop practical, cognitive, organizational, and linguistic skills that can be built upon in the school arena. Parents reported helping their children with learning at home, usually during homework. This assertion was confirmed by home observations. Additionally, game playing and routine activities such as doing chores were described by parents as places where children learn. Parents verbally supported and encouraged the education of their school-aged children in the form of giving advice about the future and setting goals.;Volunteering at the school helped parents gain access to resources and provided them with a community of parent peers and parents had a social network. Parents who became highly involved began to have sense of belonging. Thus they were able to voice ideas about how to make changes at school. Parental participation at the school can positively influence parent-child interactions, open doors for parental growth and ultimately influence school policy.