I need someone to create a video with a video that I will supply making a video about Latino parents not being at school for their child’s education. I need this back by tomorrow morning August 14 at 3 pm.
Counterstorytelling Video Rubric
Organization & Presentation
Audience cannot understand video presentation because there is no sequence of information.
Audience has difficulty following video presentation because narrative is disorganized.
Video is presented in a logical sequence which audience can follow.
Video is presented in a logical sequence that is coherent, creative and engaging. Volume is audible. Video is engaging.
Video does not demonstrate a grasp of information, or is not related to non-dominant students.
Video has a focused topic but provides limited insight to the topic of non-dominant students.
Video is focused and insightful, but fails to elaborate or push the thinking on the topic related to non-dominant students using an intersectional analysis.
Video is focused, insightful and critically engages a topic related to non-dominant students using an intersectional analysis.
No articulation of the dominant narrative or counterstory.
Video alludes to the dominant narrative or counterstory.
Video articulates either the dominant narrative or counterstory.
Video clearly articulates the dominant narrative and counterstory.
Video presents facts, but content and themes are not effectively conveyed.
Video conveys the content and themes.
Some evidence of originality present; video creatively conveys the content and themes.
Very original and innovative video; students creatively convey the content and themes.
Interviewees are not related to the topic, or are not well integrated in the video.
Interviewees are related to the topic, and are well integrated in the video.
Interviewees are related to the topic, and are well integrated in the video to strengthen the argument.
Interviewees are well selected related to the topic, and are integrated and edited in the video to strengthen the argument and analysis.
Curtiss Junior High School
LATINE PARENT INVOLVEMENT IN SCHOOLS 1
Latine Parent Involvement in Schools
California State University Dominguez Hills
Dr. Nallely Arteaga
Author Note (for professional papers)
First paragraph: Author ORCID iDs (if any)
Second paragraph: Changes in affiliation (if any)
Third paragraph: Disclosures and Acknowledgments
Fourth paragraph: Contact information (mailing address and email)
LATINE PARENT INVOLVEMENT IN SCHOOLS 2
❖ Abstract- Karina
❖ Intro/Purpose of Study (with Thesis and Roadmap)- Desteny
❖ Literature Review (what is the Dominant Narrative: Historical, Social, Institutional
& Individual)- Josseline
❖ Theoretical/Conceptual Framework/ (what is Counter Storytelling/
Counterstories?) – Madeline
❖ Research Methods (what type of educational research is this project? (ie:
❖ Data Analysis (5 interviews: who, where, what did you interview)- Karina
❖ Findings (include counterstories/counternarrative) (this can also be divided into
subheadings if there are more than one idea in this) -Carlos / Kim
❖ Conclusion/Recommendations/Resources (what are ways to address or change the
impact of the dominant narrative)- Kim
This qualitative study was conducted to provide a counternarrative to the dominant
narrative that exists about Latine parents not being as involved with their children’s schooling as
White parents. This belief is assumed to be true by many school teachers and administrators.
Sometimes this negative perception leads to mislabeling of the student and their family. For the
purpose of this study, five interviews were conducted to collect information from Latine parents
LATINE PARENT INVOLVEMENT IN SCHOOLS 3
and school teachers. As a result, the information collected reveals a counter narrative– that
Latine parents have high expectations for their children’s academic achievement and usually
want to be more involved but either they do not know how to become involved or there are
circumstances preventing them from becoming involved, such as: language barriers,
transportation issues, scheduling conflict, employment, among others.
LATINE PARENT INVOLVEMENT IN SCHOOLS 4
Parent involvement is a huge factor in the success of children’s education, but what does
parent involvement really look like? In order to be considered an active parent in a student’s
education you have to be present at every single open house, parent workshops, and any
programming that parent involvement is encouraged. The question now becomes – who said this
is the only way to be an involved parent in K-12 education?. Unfortunately, not every family is
able to meet these standards.This idea that this is the only way of being involved and supporting
your child’s education, is what we consider a dominant narrative. A dominant narrative is
defined as stories told from groups who hold power in society, they are meant to uphold and
maintain power dynamics that are currently in place.
Expanding on the dominant narrative that was mentioned previously, we have to
determine what factors caused this dominant narrative. Since the establishment of the United
States, women were obligated to stay at home and raise their children. Although this was a
common practice, it was not the reality for all women, all “non-traditional” households. This was
only a possibility for white families who had a white male whose income was more than enough
to sustain their family. Since the women are already in the house, they are expected to attend to
every need of their children, this includes their education. For “non-traditional” families, more
often than not, People of Color, this was never an achievable goal. People of Color have always
been placed at a disadvantage, a constant threat to their human rights, advocacy to the point that
if they fail to remind others every single day about their struggle no one would listen,
disadvantages in wages, the list can go on. This is the reality they have had to face from the very
establishment of what we now know as the United States.
LATINE PARENT INVOLVEMENT IN SCHOOLS 5
The purpose of this paper is to invalidate the dominant narrative that Latine parents do
not care about their children’s education through the perspective of several Latine parents and
educators who share how they/parents were involved and cared from a distance. A way to go
against/counter this dominant narrative is by telling our counterstories. Solorzano and Yosso
define a counterstory as “a method of telling stories of those people whose experiences are not
often told.” In other words, they are the experiences that are hidden, silenced, and/or ignored.
Over the last 3 decades, the domain of parent involvement in education has been heavily
influenced by Epstein’s (2009) framework including family-school-community partnerships. The
LATINE PARENT INVOLVEMENT IN SCHOOLS 6
framework was developed through the idealization that all components are interconnected and
impact children’s personal and educational progress (Epstein, 2009). The model includes 6 forms
of parental involvement including parent responsibilities at home, communication with school
staff, active participation in school activities, creating a learning environment in the home,
involvement with school councils, and establishing a relationship between the community and
school (Epstein, 2009). Partnerships, such as this model, often “fail to acknowledge the ways in
which parent roles in education, and the home-school relations in which they are embedded, are
a reflection of broader social inequalities that affect students” (Auerbach, 2007). Ultimately,
Epstein’s framework reflects how educators and society view parent engagement within the
realm of education.
Latine Parent Involvement
Latine parents in urban communities, among other minorities, are often placed within a
narrative in terms of child education, including the deficit narrative (Giles, 2005). In the deficit
narrative, educators view parents as holding low expectations for student education and not
offering the necessary support for students to be successful in education (Giles, 2005).
Lopez (2001) interviewed a family, the Padilla’s, and illustrates the non-traditional ways
the family was involved in their children’s education. The Padilla parents taught their children
the importance of education through means of labor. As they took their children to the fields to
work, it was an opportunity for their children to not only gain work ethic, which would later
translate in terms of academic work ethic, but it allowed them to view education as an
opportunity for social mobility. In addition, the intensive labor provided the Padilla children with
skills that could later assist them, should the academia route fail, or they choose not to take that
route. Therefore, although the Padilla family did not engage in traditionally valued parent
LATINE PARENT INVOLVEMENT IN SCHOOLS 7
involvement, they “were highly involved in shaping their children’s work ethic and positive
orientation toward school” (Lopez 2001). The Padilla family exhibits the forms of parental
engagement that mainstream ideologies often view as inauthentic or inadequate educational
Community Cultural Wealth
Community Cultural Wealth is a model developed by Tara Yosso, which incorporates 6
forms of cultural capital that students of color acquire (2005). The model includes aspirational,
linguistic, familial, social, navigational, and resistance (Yosso, 2005). Aspirational capital
develops through hopes and dreams of success, regardless of the hardships an individual faces.
Linguistic capital is the cultivation of linguistic and communication abilities (Yosso, 2005).
Familial capital is the social, cultural, and personal knowledge acquired through extended
familial communities (Yosso, 2005). Social capital is the networks or the ability to network to
gain access to resources or institutions. Navigational capital is the ability to navigate social
institutions, including those that can be hostile or unsupportive. Resistance capital is instilled
through the efforts of communities of color for social justice (Yosso, 2005).
Through this paper, we aim to reconceptualize parent involvement through counterstories
and the insightful value of Community Cultural Wealth.
This project looked at the stories of five individuals. [Ten-minute] through -minute
interviews were conducted in [Southern California]. Interviewees were identified through
snowball sampling. This educational research is a qualitative study because we focused on
collecting data and information using questionnaires and interviews. We created a list of
LATINE PARENT INVOLVEMENT IN SCHOOLS 8
questions specifically for teachers and parents, in efforts to be able to get the most out of each
perspective. We interviewed parents and school teachers of the community, who are negatively
impacted by the dominant narrative. This allowed for us to get their individual perspectives by
allowing them to narrate personal lived experiences that relate to the dominant narrative, as well
as individual experiences that reveal a counter story.
Data Analysis (5 interviews: who, where, what did you interview)
For the purposes of this study, we interviewed two Latina mothers, one Latino father, and
two Latina school teachers. We compiled a list of different questions for parents and school
teachers, as well as added clarifying questions when needed. All the interviews were conducted
in person and were either video recorded or audio recorded.
The Latino father we interviewed was Luis Tovar, he is a 49 year old male who has three
children: one who graduated college, one who did not finish high school, and another who
finished high school. One of the Latina mothers is Miriam Pacheco, she is in her mid 50s and has
raised nine children. Out of the nine children: seven received their High School Diploma, three
went on to graduate from a community college, and one graduated from a four year university.
Our last parent interview is of Latina mom, Kimberly Padilla, she is 28 years old and has two
children: a daughter who is seven months old and a son who is six years old and is in Special
Education. It was very inspirational to listen to Ms. Padilla’s experiences with advocating and
fighting for her son, as well as the obstacles she has faced with getting the proper adequate
support for him.
As far as the teachers, we interviewed two school teachers. One of the teachers Ms.Diana
Vargas is a seventh grade English and History teacher at John H Liechty Middle School, where
LATINE PARENT INVOLVEMENT IN SCHOOLS 9
the student population is more than 90% Latino. The other teacher we interviewed is Ms.
Adrianne Guzman. She has been a High School Math teacher at Santee High School for the past
Through the interviews, we were able to collect a lot of information regarding the
parents’ perspectives on their children’s education, their school involvement, obstacles to their
school involvement and much more that allowed for us to dispel the dominant narrative.
Findings (include counterstories/counternarrative) (this can also be divided into
subheadings if there are more than one idea in this)
Through our findings we received a teacher’s perspective and parent perspective in
Latino/a involvement in school. Listening to educators respond to the interview questions was
interesting. Ms. Guzman’s teaching position is located in South LA, which considers the
demographic to be majority latino populated. According to Ms. Guzman there are many factors
that are taken into consideration for parent involvement, this could include, working late, having
two jobs, etc. Although there are parents that might not volunteer or participate in optional
meetings, parents tend to attend parent conferences, open houses, or other “important” events are
LATINE PARENT INVOLVEMENT IN SCHOOLS 10
scheduled. In addition when they cannot make physical meetings and teachers reach out to them
through phone calls the response ratio is usually high. Ms. Guzman also goes on to say parents
are eager to know what they can do to support their child be successful in the classroom. The
narrative through the teachers perspective is that Latino/a parents are actively involved in school
with their children.
Ms. Vargas was an additional teacher we interviewed who works in a predominantly
latino high school. The counter narrative with Ms Vargas is clear when she says, “”. Parent
When interviewing the parents we focused on many mothers that are actively involved in
school, but there are also fathers who are engaged like Mr. Tovar. Mr. Tovar has been involved in
his kids academic journey by being involved in projects, sports, etc. He has given his children
cultural wealth by instilling them to become responsible, hardworking, humble, and respectful.
Having conversations with his children about education and making it an important piece of their
life encourages his kids to take education seriously. Having a rigorous work schedule there was a
constant urgency for providing them with their home and educational needs. (just writing down
what i was hearing from interview needs to be revised – kim)
Another parent we interviewed was Ms. Padilla, a second generation mother of two, one
of which is an 8-month-old baby girl and the other a seven-year-old boy with an IEP. Ms. Padilla
is actively involved in her son’s school. Her son is in special education with predominantly
Latino children as well. There have been instances when Ms. Padilla’s work or school schedule
conflicts with school hours. Regardless, Ms. Padilla schedules his IEP meetings every three
months to track his progress. She has also tried to self-advocate for her son and attain resources
to better assist him and his educational situation. However, she does feel that she needs to be the
LATINE PARENT INVOLVEMENT IN SCHOOLS 11
one who requests further information wether it be from her sons teacher or the staff at the school.
Information isn’t given to her son to relay to her which is why she has to initiate the requests.
She feels that maybe because her son has an IEP she has been more attentive to his needs with a
good education in comparison to other parents at the school. When she attends field trips as a
chaperone she initiates conversations with other parents and they never really know whats going
on in their childrens classroom. Being that she is a first generation American, she has a support
system to help her with her children while she works and completes her own education. She has
the help of her parents with transportation and child care, and therefore help resolve her conflicts
with scheduling and work.
The final interviewee is an immigrant mother of ten, who came from Honduras on her
own at the age of eighteen. She left two kids behind at the time and she birthed eight children in
the country. Her highest level of education is 5th grade level. She had many conflicts with
helping her children while they were in school. She had to work alot to be able to keep a roof
over their heads and she wasn’t always allowed to leave work on time to pick up her children.
She made sure she taught her children to respect each other and others. She struggled with
transportation and scheduling conflicts. In the sense that she couldn’t always be there to drop off
or pick them up from school and had to show her children the route home so they can walk home
together. Due to those conflicts she also wasn’t able to involve herself with her childrens
education, nor chaperone, or volunteer. When school budget cuts took place school buses were
removed from many schools, her children had to learn to take public transportation to get to their
schools and that became an extra expense they had to cover. Due to that expense and
inconvenience three of her children who were going to a school in a different city missed close to
fifty days of school and were getting in trouble for that reason. The school came to call her about
LATINE PARENT INVOLVEMENT IN SCHOOLS 12
two times that she remembers, however, she knew they didn’t call much because she was hard to
get a hold of because of work. Overall, seven of her children graduated high school, 6 of which
enrolled into college with 2 of them graduating and 1 continuing to his Masters in University.
Her biggest joy is knowing that her children are making a difference in their lives for the better,
which was something she knew she couldn’t do in her home country.
Conclusion/Recommendations/Resources (what are ways to address or change the impact
of the dominant narrative)-
Many Latino parents are involved in their student’s school. When parents are not involved, there
could be many factors. There are many solutions for the parents who do fall under the narrative.
Many parents need navigational wealth. We can fix that by providing resources and workshops
for parents to navigate the school system.
Reconceptualizing Parent Involvement
Parent involvement is multifaceted and diverse, therefore it should be reflected through
social conceptualizations. Parent involvement is more than just attending PTA meetings and
volunteering during school hours. Parental engagement should be reconstructed to demonstrate
the various aspects often overlooked, including the development of community cultural wealth.
Since there is so much diversity amongst parents, schools should learn to use this to their
advantage and see it as an asset within their programming, instead of seeing it as a deficit in a
student’s educational experience. The school can implement many strategies to involve parents,
they can send flyers and information in the different languages needed by the parents, they can
survey the parents about the best mode of communication and scheduling preferences, they can
provide parents the opportunity to involve themselves in school activities that resonate with their
own cultural practices, and much more.
LATINE PARENT INVOLVEMENT IN SCHOOLS 13
An example of how a school can use the community cultural wealth that comes from
Latine parents, is by asking them to become involved with the school’s major Latine cultural
events, like Day of the Dead. The school can ask the parents to help create the altar, provide
insights and information to the meanings of the different traditions practiced during this day, help
contribute ideas about decorations or activities, prepare cultural food like pan de muerto, and
much more. Just like students, parents come with their own bucket of cultural wealth, and
schools need to work together on how to make parent involvement more feasible and less
intimidating, so that everyone can benefit from this bucket of wealth that parents bring. This will
allow parents to not only be more involved in school, but also to be more connected to their
childs’ educational journey.
LATINE PARENT INVOLVEMENT IN SCHOOLS 14
Auerbach, S. (2007). From moral supporters to struggling. Urban Education, 42 (3), 250-283.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L
(2002). School, Family, and Community Partnerships: Your Handbook for Action.
Second Edition. Corwin.
Giles, H. C. (2005). Three Narratives of Parent-Educator Relationships: Toward Counselor
Repertoires for Bridging the Urban Parent-School Divide. Professional School
Counseling, 8(3), 228–235. http://www.jstor.org/stable/42732463
Lopez, G. R. (2001). The value of hard work: Lessons on parent involvement from an
(im)migrant household. Harvard Educational, 71 (3), 416-437.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of Community
Cultural Wealth. Race Ethnicity and Education, 8(1), 69–91.
Appendix (Summary of Video, Interview Protocols)