A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents’ Academic Goals
by
Griselda Martinez 1,* and Gabriela Chavira 2
Griselda Martinez 1,* and Gabriela Chavira 2
1
Department of Human Development and Family Studies, The Pennsylvania State University, Philadelphia, PA 16802, USA
2
Department of Psychology, California State University, Northridge, CA 91325, USA
*
Author to whom correspondence should be addressed.
Soc. Sci. 2019, 8(10), 275; https://doi.org/10.3390/socsci8100275
Received: 27 July 2019 / Revised: 12 September 2019 / Accepted: 21 September 2019 / Published: 29 September 2019
(This article belongs to the Special Issue Understanding Family Diversity: Inclusive Perspectives)
The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (Mage = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.
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Keywords:
Latina/o; immigrant families; adolescents; college knowledge; parental involvement; academic goals
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MDPI and ACS Style
Martinez, G.; Chavira, G. A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents’ Academic Goals. Soc. Sci. 2019, 8, 275.
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