{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13077"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13077","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Educational equity for all : a qualitative case study exploring the perceptions of Hispanic parents regarding parental engagement at a rural Title I high school in Southwest Texas.","abstract":"The implications of decreased educational attainment among Hispanic students and the growth of this demographic necessitate examining Hispanic parental involvement initiatives. Parental involvement increases the chances of success for K–12 students from racially minoritized groups and assists educators in fostering equitable education for all students (Epstein, 1995; Hoover‐Dempsey et al., 2005). Emphasizing parental involvement is necessary to reduce the achievement gap and support students from racially minoritized groups. This study investigated the perceptions of Hispanic parents and the factors that influence their involvement in their child's education. This qualitative descriptive case study used the first two levels of the Hoover-Dempsey et al. (2005) model of parental involvement, which involve parents' motivational beliefs, perceptions, life context, location of involvement, and types of parental involvement, to examine Hispanic parents' perceptions and shed light on the positive and negative factors that could facilitate or impede their involvement. Using the framework as a guide, I collected through surveys and semi-structured interviews. I analyzed the data manually using Microsoft Excel. The findings indicated several factors that impeded and facilitated Hispanic parents' involvement. The research revealed that feelings of welcomeness, inclusion, comfort, and confidence in the subject matter facilitated parental involvement. Conversely, a lack of invitation from teachers, apathy from the child, unidirectional communication from the school, uncertainty of impact, and low parental self-efficacy all impeded involvement. Ways to increase the quality of parental involvement included providing parents with guidance in assisting their child with homework, opportunities to build genuine parent-teacher relationships, and avenues to discuss their child's school progress with them. The findings of this study contribute to promoting educational equity for Hispanic students by fostering robust parental involvement initiatives, thus supporting positive student success outcomes. This study underscores the importance of culturally sensitive approaches in parental involvement strategies, ultimately aiming to improve educational outcomes for Hispanic students.","abstract_html":"The implications of decreased educational attainment among Hispanic students and the growth of this demographic necessitate examining Hispanic parental involvement initiatives. Parental involvement increases the chances of success for K–12 students from racially minoritized groups and assists educators in fostering equitable education for all students (Epstein, 1995; Hoover‐Dempsey et al., 2005). Emphasizing parental involvement is necessary to reduce the achievement gap and support students from racially minoritized groups. This study investigated the perceptions of Hispanic parents and the factors that influence their involvement in their child's education. This qualitative descriptive case study used the first two levels of the Hoover-Dempsey et al. (2005) model of parental involvement, which involve parents' motivational beliefs, perceptions, life context, location of involvement, and types of parental involvement, to examine Hispanic parents' perceptions and shed light on the positive and negative factors that could facilitate or impede their involvement. Using the framework as a guide, I collected through surveys and semi-structured interviews. I analyzed the data manually using Microsoft Excel. The findings indicated several factors that impeded and facilitated Hispanic parents' involvement. The research revealed that feelings of welcomeness, inclusion, comfort, and confidence in the subject matter facilitated parental involvement. Conversely, a lack of invitation from teachers, apathy from the child, unidirectional communication from the school, uncertainty of impact, and low parental self-efficacy all impeded involvement. Ways to increase the quality of parental involvement included providing parents with guidance in assisting their child with homework, opportunities to build genuine parent-teacher relationships, and avenues to discuss their child's school progress with them. The findings of this study contribute to promoting educational equity for Hispanic students by fostering robust parental involvement initiatives, thus supporting positive student success outcomes. This study underscores the importance of culturally sensitive approaches in parental involvement strategies, ultimately aiming to improve educational outcomes for Hispanic students.","abstract_has_math":false,"creators":["Rubalcaba, Krystal Zamora, 1995-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Pratt, Sarah Smitherman."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T01:07:58Z","subjects":["Hispanic students.","Hispanic parental involvement.","Title I schools.","Rural school districts.","Racially minoritized students.","Educational equity."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/13077","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Pratt, Sarah Smitherman."]},{"key":"dc:creator","label":"Author","values":["Rubalcaba, Krystal Zamora, 1995-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-12-19T15:57:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-19T15:57:46Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Hispanic students.","Hispanic parental involvement.","Title I schools.","Rural school districts.","Racially minoritized students.","Educational equity."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/13077"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The implications of decreased educational attainment among Hispanic students and the growth of this demographic necessitate examining Hispanic parental involvement initiatives. Parental involvement increases the chances of success for K–12 students from racially minoritized groups and assists educators in fostering equitable education for all students (Epstein, 1995; Hoover‐Dempsey et al., 2005). Emphasizing parental involvement is necessary to reduce the achievement gap and support students from racially minoritized groups. This study investigated the perceptions of Hispanic parents and the factors that influence their involvement in their child's education. This qualitative descriptive case study used the first two levels of the Hoover-Dempsey et al. (2005) model of parental involvement, which involve parents' motivational beliefs, perceptions, life context, location of involvement, and types of parental involvement, to examine Hispanic parents' perceptions and shed light on the positive and negative factors that could facilitate or impede their involvement. Using the framework as a guide, I collected through surveys and semi-structured interviews. I analyzed the data manually using Microsoft Excel. The findings indicated several factors that impeded and facilitated Hispanic parents' involvement. The research revealed that feelings of welcomeness, inclusion, comfort, and confidence in the subject matter facilitated parental involvement. Conversely, a lack of invitation from teachers, apathy from the child, unidirectional communication from the school, uncertainty of impact, and low parental self-efficacy all impeded involvement. Ways to increase the quality of parental involvement included providing parents with guidance in assisting their child with homework, opportunities to build genuine parent-teacher relationships, and avenues to discuss their child's school progress with them. The findings of this study contribute to promoting educational equity for Hispanic students by fostering robust parental involvement initiatives, thus supporting positive student success outcomes. This study underscores the importance of culturally sensitive approaches in parental involvement strategies, ultimately aiming to improve educational outcomes for Hispanic students."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Educational equity for all : a qualitative case study exploring the perceptions of Hispanic parents regarding parental engagement at a rural Title I high school in Southwest Texas."]}]}],"canonical_facts":{"dc:contributor.advisor":["Pratt, Sarah Smitherman."],"dc:creator":["Rubalcaba, Krystal Zamora, 1995-"],"dc:date.accessioned":["2024-12-19T15:57:46Z"],"dc:date.available":["2024-12-19T15:57:46Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["The implications of decreased educational attainment among Hispanic students and the growth of this demographic necessitate examining Hispanic parental involvement initiatives. Parental involvement increases the chances of success for K–12 students from racially minoritized groups and assists educators in fostering equitable education for all students (Epstein, 1995; Hoover‐Dempsey et al., 2005). Emphasizing parental involvement is necessary to reduce the achievement gap and support students from racially minoritized groups. This study investigated the perceptions of Hispanic parents and the factors that influence their involvement in their child's education. This qualitative descriptive case study used the first two levels of the Hoover-Dempsey et al. (2005) model of parental involvement, which involve parents' motivational beliefs, perceptions, life context, location of involvement, and types of parental involvement, to examine Hispanic parents' perceptions and shed light on the positive and negative factors that could facilitate or impede their involvement. Using the framework as a guide, I collected through surveys and semi-structured interviews. I analyzed the data manually using Microsoft Excel. The findings indicated several factors that impeded and facilitated Hispanic parents' involvement. The research revealed that feelings of welcomeness, inclusion, comfort, and confidence in the subject matter facilitated parental involvement. Conversely, a lack of invitation from teachers, apathy from the child, unidirectional communication from the school, uncertainty of impact, and low parental self-efficacy all impeded involvement. Ways to increase the quality of parental involvement included providing parents with guidance in assisting their child with homework, opportunities to build genuine parent-teacher relationships, and avenues to discuss their child's school progress with them. The findings of this study contribute to promoting educational equity for Hispanic students by fostering robust parental involvement initiatives, thus supporting positive student success outcomes. This study underscores the importance of culturally sensitive approaches in parental involvement strategies, ultimately aiming to improve educational outcomes for Hispanic students."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13077"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Hispanic students.","Hispanic parental involvement.","Title I schools.","Rural school districts.","Racially minoritized students.","Educational equity."],"dc:title":["Educational equity for all : a qualitative case study exploring the perceptions of Hispanic parents regarding parental engagement at a rural Title I high school in Southwest Texas."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:58Z"}