Date of Publication

4-29-2018

Degree Type

Honors Thesis

Department

Education and Human Development

First Advisor

Dr. Ewelina Barski, Assistant Professor, Spanish

Abstract

The recent increase of children from immigrant families into the United States has fostered numerous questions on their academic achievement in the American school system. According to research, these immigrant families experience various barriers that hinder building positive, beneficial relationships with school personnel. Through literature-based research one can note why and how parents become involved with their children’s education as well as the benefits of parental involvement in academic achievement. The findings of this research suggest that increasing communication between immigrant and Hispanic families with school personnel, encouraging learning at home, and providing culturally relevant experiences can positively increase a child’s academic achievement and self-efficacy in the classroom.

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