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The Effects of a Family-School Partnership Intervention on Latinx Parents' Perceptions of and Responses to the School Sociocultural Environment

Karalynn E Brown, University of Nebraska - Lincoln

Abstract

Despite the growing numbers of Latinx students in U.S. schools, these students continue to face disproportionately negative educational outcomes as compared to their non-Latinx White peers, such as lower academic achievement (Murphey et al., 2014) and higher rates of referral for special education (Moreno & Gaytán, 2013). Furthermore, families of Latinx students may encounter school contexts that feature discriminatory, culturally incongruent expectations for their involvement (Hill & Torres, 2010). One intervention with empirical support for improving child outcomes and relationships between parents and teachers is Teachers and Parents as Partners, or TAPP (Sheridan, 2014; previously referred to as conjoint behavioral consultation, Sheridan & Kratochwill, 2007). Drawing on ecological systems theory (Bronfenbrenner, 1977) and the integrative model of child development (García Coll et al., 1996), the current study focused on how Latinx parents perceive and respond to the sociocultural contexts of their children’s schools. Specifically, it examined whether participation in TAPP affects Latinx parents’ perceptions of school climate, school-based discrimination, and acculturative stress relative to a business-as-usual control group. Self-report data from parents of Latinx students (N = 155) were analyzed using univariate analysis of covariance (ANCOVA) methods that controlled for pre-intervention outcome scores and relevant covariates within a path analysis framework. TAPP did not have statistically significant effects on Latinx parents’ perceptions of and responses to the school sociocultural context. These results are relevant in light of recent calls for racially just practice in education and psychology (e.g., American Psychological Association, 2022), indicating TAPP does not appear to contribute to racial inequalities in regard to Latinx parents’ perceptions of and reactions to the school sociocultural context. School practitioners who are interested in TAPP for Latinx students and families can select the intervention without concern that it will cause inadvertent harm in these areas.

Subject Area

Educational psychology|Ethnic studies|Individual & family studies

Recommended Citation

Brown, Karalynn E, "The Effects of a Family-School Partnership Intervention on Latinx Parents' Perceptions of and Responses to the School Sociocultural Environment" (2023). ETD collection for University of Nebraska - Lincoln. AAI30573118.
https://digitalcommons.unl.edu/dissertations/AAI30573118

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