The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence.
Through Solorzano’s (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children’s development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story.
Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session’s theme and are useful to parents in their involvement with their child’s educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.
","abstract_html":"<p>The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence.</p> <p>Through Solorzano’s (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children’s development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story.</p> <p>Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session’s theme and are useful to parents in their involvement with their child’s educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.</p>","abstract_has_math":false,"creators":["Araiza, Karina E"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Luz Navarrette Garcia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-20T07:00:00Z","date_published":"2016-05-20T07:00:00Z","updated_at":"2026-07-24T05:43:31Z","subjects":["Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/335","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Luz Navarrette Garcia"]},{"key":"dc:creator","label":"Author","values":["Araiza, Karina E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/335"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence.
Through Solorzano’s (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children’s development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story.
Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session’s theme and are useful to parents in their involvement with their child’s educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.
"]},{"key":"dc:title","label":"Title","values":["Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents"]}]}],"canonical_facts":{"dc:contributor":["Dr. Luz Navarrette Garcia"],"dc:creator":["Araiza, Karina E"],"dc:date.available":["2016-05-18T07:00:00Z"],"dc:description.abstract":["The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American school system. The 9-session program is specifically targeted for Latina/o parents of children in the middle school years that are going through the challenging transition to adolescence.
Through Solorzano’s (2001) Latina/o Critical Race Theory lens, parents are asked to reflect, analyze, and conclude on different topics dealing with their children’s development in education. More specifically the cultural and language barriers within the school system, the traditional and non-traditional forms of parent engagement, various channels that exist to communicate with teachers and school administration, and the importance of their voice and story.
Throughout the 9-session program Latina/o parents are presented with short ESL lessons. These lessons are relevant to the session’s theme and are useful to parents in their involvement with their child’s educational development. As well as, are provided with mini lessons on using technology as a resource to find further information and communicate with teachers and staff.
"],"dc:identifier":["https://repository.usfca.edu/capstone/335"],"dc:subject":["Bilingual, Multilingual, and Multicultural Education"],"dc:title":["Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:31Z"}