The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected data through questionnaires and interviews. Quantitative data were analyzed with descriptive statistics, and qualitative data with thematic and narrative analyses. Findings revealed challenges including language barriers, limited communication, cultural differences, and a lack of Hispanic bilingual staff. Implications indicated that schools should connect parents and families to needed resources, hire more Hispanic bilingual staff, incorporate culturally responsive materials, and provide more culturally relevant engagement opportunities.
","abstract_html":"<p>The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected data through questionnaires and interviews. Quantitative data were analyzed with descriptive statistics, and qualitative data with thematic and narrative analyses. Findings revealed challenges including language barriers, limited communication, cultural differences, and a lack of Hispanic bilingual staff. Implications indicated that schools should connect parents and families to needed resources, hire more Hispanic bilingual staff, incorporate culturally responsive materials, and provide more culturally relevant engagement opportunities.</p>","abstract_has_math":false,"creators":["Schumacher, Kiley"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Ali Hachem","Wendy Killam","Sarah Straub"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["Hispanic","emergent bilingual","low socioeconomic","early elementary students","sequential mixed methods research","educational challenges","Bilingual, Multilingual, and Multicultural Education","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/615","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ali Hachem","Wendy Killam","Sarah Straub"]},{"key":"dc:creator","label":"Author","values":["Schumacher, Kiley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-11-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Hispanic","emergent bilingual","low socioeconomic","early elementary students","sequential mixed methods research","educational challenges","Bilingual, Multilingual, and Multicultural Education","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/615"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected data through questionnaires and interviews. Quantitative data were analyzed with descriptive statistics, and qualitative data with thematic and narrative analyses. Findings revealed challenges including language barriers, limited communication, cultural differences, and a lack of Hispanic bilingual staff. Implications indicated that schools should connect parents and families to needed resources, hire more Hispanic bilingual staff, incorporate culturally responsive materials, and provide more culturally relevant engagement opportunities.
"]},{"key":"dc:title","label":"Title","values":["The Educational Experiences of Low Socioeconomic, Hispanic, Emergent Bilingual, Elementary Students: A Sequential Mixed Methods Study from Texas"]}]}],"canonical_facts":{"dc:contributor":["Ali Hachem","Wendy Killam","Sarah Straub"],"dc:creator":["Schumacher, Kiley"],"dc:date.available":["2025-11-17T08:00:00Z"],"dc:description.abstract":["The number of Hispanic students in Texas public schools has significantly increased over the past 20 years, yet their level of academic success continues to lag. Hispanic, emergent bilingual, low-socioeconomic, early elementary students face educational challenges related to barriers surrounding language and culture differences, limited resources, unmet needs, feelings of isolation, and an underprepared educational support system. This sequential mixed methods study reported on the perceptions of parents, teachers, and campus leaders in two Texas elementary schools regarding these students’ educational experiences. Guided by existence, relatedness, and growth theory, bioecological systems theory, and culturally responsive leadership theory, the study collected data through questionnaires and interviews. Quantitative data were analyzed with descriptive statistics, and qualitative data with thematic and narrative analyses. Findings revealed challenges including language barriers, limited communication, cultural differences, and a lack of Hispanic bilingual staff. Implications indicated that schools should connect parents and families to needed resources, hire more Hispanic bilingual staff, incorporate culturally responsive materials, and provide more culturally relevant engagement opportunities.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/615"],"dc:subject":["Hispanic","emergent bilingual","low socioeconomic","early elementary students","sequential mixed methods research","educational challenges","Bilingual, Multilingual, and Multicultural Education","Educational Leadership","Elementary Education"],"dc:title":["The Educational Experiences of Low Socioeconomic, Hispanic, Emergent Bilingual, Elementary Students: A Sequential Mixed Methods Study from Texas"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:49Z"}