Abstract
Purpose: The purpose of this study was to examine factors that impede Latino immigrant parents' involvement in school functions in California with a focus on four major areas that impact their lives—acculturation, language, economic status, and time constraints. This study also analyzed activities and/or resources schools offer Latino immigrant parents to encourage their involvement in school functions. Parents' rationale as to why their involvement was limited was examined. The study focused on determining whether a significant difference existed among the parent responses between the elementary and the secondary responses. Methodology: Subjects in this study were Latino immigrant parents whose children attend a large San Gabriel Valley school district. A questionnaire (in Spanish) was given to parents by the researcher. Parents who migrated to the country in the previous five years were chosen for this study. The questionnaire used descriptive research and gathered quantitative and qualitative data Purposive sampling was proportionate and stratified among all schools. Findings: Examination of quantitative and qualitative data from the questionnaire revealed that elementary parents were more likely to agree (than intermediate parents) that they believe that an economic factor exists that prohibits their involvement in school; that schools offered enough parent classes; and that schools offer enough programs to encourage parents to be move involved in school functions. On the other hand, intermediate parents were more likely to agree that not speaking English affected their involvement in school functions; their involvement in school functions would be greater if they (the parents) spoke more English; schools offer parents enough childcare to assist them in becoming involved in their children's school functions; and that schools offer their children with enough assistance to complete their homework. Conclusions: The study data support the conclusion that if parents spoke more English, the likelihood of their involvement in school functions would be higher. Also, having personnel readily available to speak Spanish can help parents feel welcome. Offering childcare to parents further assists their involvement in school functions, and economic factors sometimes impedes parents' involvement. Recommendations: Teaching parents English and staff members to speak Spanish should be an emphasis for schools so parents may feel more comfortable. Offering childcare and more parent programs can also assist parents in being more involved since they may feel more welcome. Continuing to offer assistance with homework assists parents at home.