Family-School Collaboration in Mexico: Perspectives of Teachers and Parents

Total Page:16

File Type:pdf, Size:1020Kb

Family-School Collaboration in Mexico: Perspectives of Teachers and Parents Family-School Collaboration in Mexico: Perspectives of Teachers and Parents A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Lisa Kathleen Schalla IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Dr. Karen R. Seashore, Advisor March, 2015 © Lisa Kathleen Schalla, March 2015 Acknowledgements There are many people that I would like to acknowledge in the completion of this research study. First and foremost I thank Prof. Karen Seashore for her guidance, inspiration, and commitment to my research. I am also grateful for the valuable input by my committee members Drs. Kyla Wahlstrom, Heidi Barajas, and Peter Demerath and Deanne Magnussen. My colleagues in the international cohort at the University of Minnesota have offered the professional community and collaboration that I deeply value. Very importantly, I would like to express my gratitude to the parents and educators in Mexico who participated in this study, for their time and thoughts. Finally, I thank José Antonio for his daily support and family, friends and colleagues for encouraging me at various times and in unique ways. i Dedication My work is dedicated to Sebastian and Gabriel, who, each in their own way, have brought fulfillment and joy to my life. ii Abstract This mixed-methods study examined the perspectives of teachers and parents regarding family-school collaboration in elementary schools of western Mexico through the lens of the cultural-historical contexts of various communities. Third Generation Cultural-Historical Activity Theory (CHAT) provides the framework for comparing complex contexts of interacting groups (Engeström, 2001). It was employed to make comparisons across public, private, and rural community schools, as well as between teachers and parents. These contexts, as well as perceived access to mediating tools and the psychological beliefs of role construction and self-efficacy (Hoover-Dempsey & Sandler, 1997), help to build expectations for working with students and with each other. Results indicated that both teachers and parents are open to adopting various roles in the family-school relationship and have felt some success in engaging in those roles. Gender and teacher perceptions of average family income levels predicted teacher role construction, sense of efficacy, and how they assessed parents, while one's own experience in school and time living in the community predicted how parents reported their own role construction and efficacy. However, the rich descriptions provided through focus group interviews revealed more conflicting experiences with the family-school collaboration than did the survey results. In addition, despite substantial variation in responses, teachers assessed parents as being less committed to and confident about collaborating towards children's education than parents reported themselves. These internal contradictions are characteristic of activity theory and can become the instruments needed to drive change (Engeström & Glăveanu, 2012). iii Table of Contents Acknowledgements...............................................................................................................i Abstract...............................................................................................................................iii List of Tables.....................................................................................................................vi List of Figures...................................................................................................................vii Chapter One: Introduction Statement of the Problem ........................................................................................3 Rationale .................................................................................................................6 Purpose of the Study................................................................................................7 Research Questions..................................................................................................7 Theoretical Framework ...........................................................................................8 Definitions of Key Constructs...............................................................................12 Context of the Study .............................................................................................13 Value premises.......................................................................................................15 Study Delimitations...............................................................................................16 Chapter Two: Review of the Literature Introduction ...........................................................................................................17 Part I: Impact of Family Involvement in Education .............................................17 Part II: Model Classification of Family Involvement in Education ......................20 Part III: Conceptual Framework............................................................................29 Part IV: Factors Related to Family-School Collaboration.....................................35 Part V: Family-School Collaboration among Mexican Families..........................47 Mexican Families the United States..........................................................47 Research on Families and Schools in Mexico...........................................52 Conclusion.............................................................................................................61 Chapter Three: Research Methods Research Questions................................................................................................64 Theoretical and Conceptual Frameworks..............................................................64 Methodology .........................................................................................................65 Methods.................................................................................................................66 Sampling Population and Strategies .....................................................................69 Data Collection Strategies .....................................................................................71 Instrumentation .....................................................................................................72 Data Analysis Strategies........................................................................................76 Researcher Perspective..........................................................................................80 Limitations.............................................................................................................81 Conclusion.............................................................................................................82 iv Chapter Four: Qualitative Analysis Overview ...............................................................................................................83 Focus Groups with Teachers Colegio Gabriela Mistral...............................................................................83 José Vasconcelos Elementary School............................................................88 CONAFE Rural Community Schools............................................................94 Focus Groups with Parents Colegio Gabriela Mistral..............................................................................101 José Vasconcelos Elementary School...........................................................107 CONAFE Rural Community Schools...........................................................113 Conclusion...........................................................................................................119 Chapter Five: Quantitative Analysis Overview..............................................................................................................121 Demographic Description of the Participants .....................................................121 Measures..............................................................................................................129 Research Question One........................................................................................129 Research Question Two.......................................................................................142 Research Question Three ....................................................................................154 Conclusion ..........................................................................................................170 Chapter Six: Summary, Discussion, and Conclusion Purpose and Significance of the Study ...............................................................172 Cross-Analysis of the Findings............................................................................173 Limitations ..........................................................................................................185 Implications for Policy, Practice, and Research .................................................187 Chapter and Study Summary..............................................................................192 References .......................................................................................................................194 Appendices Appendix A: Table of Literature from Mexico................................................................229 Appendix B: Hoover-Dempsey
Recommended publications
  • Sonora, Mexico
    Higher Education in Regional and City Development Higher Education in Regional and City Higher Education in Regional and City Development Development SONORA, MEXICO, Sonora is one of the wealthiest states in Mexico and has made great strides in Sonora, building its human capital and skills. How can Sonora turn the potential of its universities and technological institutions into an active asset for economic and Mexico social development? How can it improve the equity, quality and relevance of education at all levels? Jaana Puukka, Susan Christopherson, This publication explores a range of helpful policy measures and institutional Patrick Dubarle, Jocelyne Gacel-Ávila, reforms to mobilise higher education for regional development. It is part of the series Vera Pavlakovich-Kochi of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them. Sonora, Mexico CONTENTS Chapter 1. Human capital development, labour market and skills Chapter 2. Research, development and innovation Chapter 3. Social, cultural and environmental development Chapter 4. Globalisation and internationalisation Chapter 5. Capacity building for regional development ISBN 978- 92-64-19333-8 89 2013 01 1E1 Higher Education in Regional and City Development: Sonora, Mexico 2013 This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.
    [Show full text]
  • Education in Mexico: Historical and Contemporary Educational Systems
    DOCUMENT RESUME ED 393 634 RC 020 529 AUTHOR Andrade de Herrara, Victoria TITLE Education in Mexico: Historical and Contemporary Educational Systems. PUB DATE 96 NOTE 37p.; Translated by Judith LeBlanc Flores. Chapter 3 in: Children of La Frontera: Binational Efforts To Serve Mexican Migrant and Immigrant Students; see RC 020 526. PUB TYPE Historical Materials (060) Reports Descriptive (141) Translations (170) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Education; *Decentralization; *Early Childhood Education; *Educational Change; *Educational Development; Educational History; *Elementary Secondary Education; Foreign Countries; *Higher Education; Latin American History; Teacher Education IDENTIFIERS *Mexico ABSTRACT This chapter traces the development of education in Mexico and describes recent reforms and currentorganization of the Mexican educational system. During the colonial period, Catholic religious orders created numerous educational institutions and established the first university (1551). Following independence, education was taken over by the Mexican government(1833), but educational development was disrupted by subsequent strugglesbetween Conservatives and Liberals, war with the United States, andinvasion by France. Following expulsion of the French(1867), Benito Juarez' government established the nonreligious, free, andobligatory aspects of education. During the era of Porfirio Diaz(1876-1910), notable ministers of education expanded primary and secondary schooling, supported women's education and higher education,
    [Show full text]
  • The Education System in Mexico Education the System
    THE SYSTEM EDUCATION IN MEXICO Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relationship between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few THE references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract EDUCATION insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the SYSTEM world. David Scott is Professor of Curriculum, Pedagogy and Assessment at UCL, Institute of Education. Chris Martin amd Elsa Guzman David Scott, C.M. Posner IN C. M. Posner is a Visiting Fellow at UCL, Institute of Education and founding director of the Instituto de Investigación Educativo de Nayarit (México). Chris Martin is a Visiting Fellow at UCL, Institute of Education and a consultant on MEXICO education reform programmes with the Ministry of Education in Mexico.
    [Show full text]
  • John Dewey's Influence in Mexico: Rural Schooling, 'Community,' and the Vitality of Context by Deron Boyles English Abstra
    John Deweyʼs Influence in Mexico: Rural Schooling, ʻCommunity,ʼ And the Vitality of Context by Deron Boyles John Dewey’s Influence in Mexico: Rural Schooling, ‘Community,’ and the Vitality of Context by Deron Boyles English Abstract This paper shows that the contexts of rural Mexico in the 1920s and 1930s (unintentionally) provided the conditions for which Dewey’s philosophy was relevant and useful. This work also problematizes the degree to which it can be said that Dewey was a primary or central figure in Mexico’s revolutionary efforts to transform education and schooling. While there is evidence of Dewey’s influence primarily because of his connections to two of his students, Moisés Sáenz and Rafael Ramirez, a more powerful influential figure, José Vasconcelos, complicates the matter. Add to this complication the varied and tumultuous transactions in commerce, politics, and religion, and the importance of contexts and connections becomes clear. Resumen en español Este documento se muestran que los contextos de las zonas rurales de México en los años 1920 y 1930 (involuntariamente) siempre y cuando las condiciones para que Dewey la filosofía era pertinente y útil. Este trabajo también cuestionar el grado en que se puede decir que Dewey fue una de las principales o figura central en México revolucionario de los esfuerzos para transformar la educación y a la escuela. Si bien hay pruebas de Dewey la influencia, principalmente debido a sus conexiones para dos de sus estudiantes, Moisés Sáenz y Rafael Ramírez, una más potente e influyente figura, José Vasconcelos, complica el asunto. Añadir a esta complicación el variado y tumultuosa las transacciones en el comercio, política y religión, y la importancia de los contextos y conexiones queda claro.
    [Show full text]
  • Can Mexico Achieve an Inclusive Education? an Analysis of Higher Education Policies of Recent Decades
    American International Journal of Social Science Vol. 3, No. 6; November 2014 Can Mexico Achieve an Inclusive Education? An Analysis of Higher Education Policies of Recent Decades Judith Pérez-Castro Full Time Researcher Instituto de Investigaciones sobre la Universidad y la Educación Universidad Nacional Autónoma de México (UNAM) Circuito Cultural Universitario Coyoacán, México Abstract The paper analyzes the changes that have been made in Mexican higher education policies, over the last two decades, regarding inclusion. Disability has been an issue of educational policies since 19th century, however, this problem was addressed from the perspective of special education and the governmental strategies were mainly focused on basic education. It was not until the end of 20th century that the concept of inclusion was gradually introduced in all educational levels. Nevertheless, until now, there has not been a federal program that helps people with disabilities to enter, remain and graduate from higher education. Keywords: Inclusive education, higher education, educational policies, disabled persons, vulnerability 1. Introduction Currently, there are 7 million 751 people in Mexico with some form of disability, which represents 6.6% of the total population (National Institute of Statistics, Geography and Informatics - INEGI, 2012b), thus placing them as the second most populous group, behind only the indigenous population. Despite this fact, the educational opportunities for these people are very low, especially, in higher education. Among the main factors contributing to this problem are: the limited access available to them regarding formal education, the lack of public policies with an inclusive approach, the physical barriers, and negative attitudes towards this sector of the population.
    [Show full text]
  • The Politics of the Educational Decentralization in Mexico
    The politics of the educational decentralization in Mexico Carlos Ornelas1 Autonomous Metropolitan University of Mexico Mexico, D.F., Mexico Keywords Conflict, Decentralization, Education, Institutional change, Politics Abstract In May of 1992 the Mexican federal government transferred to the 31 states responsibility over basic and teacher education. This decentralization strategy was at the core of an overall educational reform that began in late 1980's. The central government had strong motives to decentralize the educational institution because the highly centralized system was notoriously rigid, inefficient, conflict laden, unresponsive to the needs of local schools, unable to improve the quality of education, and frequently dominated by the National Teachers Union. The decentralization reform generated important institutional change in the states, some power shifts, and planted the seeds of a new organizational model for school management. Introduction Although for many years, political and social forces in Mexico opposed the decentralization of basic and teachers education, this reform began its long journey on May 18, 1992 with the signing of the National Agreement for the Modernization of Basic Education (the Agreement hereafter). With this act the Federal Government transferred to the 31 states responsibility for more than 14 million students, 513,000 teachers, 115,000 administrative employees, 100,000 schools and other buildings, and 22 million pieces of equipment. The seniority, fringe benefits and labor union rights of all these workers were assimilated in the states educational structures (Moctezuma, 1994). 1Carlos Ornelas is Professor of Education and Communications at the Autonomous Metropolitan University in Mexico City. His most recent book is De la crisis a la reconstrucción: El cambio institucional en la Universidad Autónoma de Puebla (Mexico City: ANUIES, 1999).
    [Show full text]
  • México Group
    CS377C - México Group Objectives: ● To find the barriers to Internet Development in México ● To see how the new National Action Party (PAN) Administration will change policies and break barriers ● To document Telefonos de México's (Telmex's) role in this development ● To make recommendations on these issues We explore these objectives through the categories listed on your left. We hope you find this site useful, and send us feedback if you would like more information or to comment on our work. Enjoy! Team México http://www.stanford.edu/~gguevara/mexico/ [3/19/2001 11:29:46 AM] CS377C - México Group Economic Profile 1998 1999 2000 2001 % Change in GDP 4.8 3.7 6.9 3.0 Nominal GDP (mil U.S.) 420972 4779478 561158 578745 Agr/GDP (%) 5.8 5.8 5.6 5.5 Ind/GDP (%) 28.7 28.8 28.8 29.2 Serv/GDP (%) 65.4 65.4 65.6 65.2 Consumer Prices (%chng) 15.9 16.6 9.5 7.9 Pop. (mil) 94.8 96.1 97.4 98.8 GDP/head ($at PPP) 9062 9410 10100 10500 Unemplymt(%) 21.8 19.1 18.5 21.0 Cur. Act. Bal/GDP(%) -3.7 -3.0 -3.2 -3.8 http://www.stanford.edu/~gguevara/mexico/profile.html [3/19/2001 11:29:50 AM] CS377C - México Group Education Most public elementary and secondary schools in Mexico lack Internet, let alone computer access. Private schools and universities are slightly more developed, but still have not reached desirable levels. There are a variety of programs in place to change this situation and improve the adaptation of technology in Mexican education.
    [Show full text]
  • Oecd/Ceri Study of Systemic Innovation in Vet
    OECD/CERI STUDY OF SYSTEMIC INNOVATION IN VET SYSTEMIC INNOVATION IN THE MEXICAN VET SYSTEM COUNTRY CASE STUDY REPORT OECD/ CERI June 2009 TABLE OF CONTENTS SYSTEMIC INNOVATION IN THE MEXICAN VOCATIONAL EDUCATION AND TRAINING SYSTEM: COUNTRY CASE STUDY REPORT ........................................................... 3 INTRODUCTION ....................................................................................................................................... 3 THE VET SYSTEM IN MEXICO .............................................................................................................. 4 Context ..................................................................................................................................................... 4 The policy climate for systemic innovation in the Mexican VET system ................................................ 7 THE CASE STUDIES ................................................................................................................................. 9 Case Study 1: Technical Baccalaureate Reform .......................................................................................... 9 Background .............................................................................................................................................. 9 Importance in the context of national VET policies ............................................................................... 10 The process of initiating/designing the innovation ...............................................................................
    [Show full text]
  • Privatization in Mexican Higher Education
    Privatization in Mexican Higher Education Jimmy Hicks Private institutions of higher education in Mexico have experienced explosive growth over the last thirty years. However, research in regards to the classification, success, and history of such institutions is still difficult to come by. To better understand the landscape of private higher education in Mexico, and to begin the consolidation of the existing research, this article investigates the recent explosive growth in private higher education institutions in Mexico along with their cost and purpose, their neoliberal and globalized development, and their quality and regulation. Mexico has a storied tradition of higher 2012 (Kent, 1993; Brunner et al., 2006). As education. Colleges and universities in of 2014, 34.45% of the country’s Mexico were founded after Spanish population, approximately 42 million colonization efforts in the sixteenth century people, were enrolled in tertiary education by the Catholic Church long before the (World Bank, Gross enrollment ration, nation’s independence in 1821 (Gonzalez y tertiary; World Bank, Population total). Gonzalez & Lincoln, 2004). This history With the desire for social change, a has resulted in the claim that Mexico has growing population, and greater enrollment two of the first universities in the Americas: in tertiary education, changes quickly came the Royal and Pontifical University of New to the higher education landscape Spain founded in 1551, and the Real (Bernasconi, 2007). As a result, universities Universidad de Mexico, authorized
    [Show full text]
  • Redalyc.The Education Challenge in Mexico: Delivering Good Quality
    Innovación Educativa ISSN: 1665-2673 [email protected] Instituto Politécnico Nacional México Guichard, Stéphanie The education challenge in Mexico: delivering good quality education to all Innovación Educativa, vol. 8, núm. 44, julio-septiembre, 2008, pp. 32-61 Instituto Politécnico Nacional Distrito Federal, México Available in: http://www.redalyc.org/articulo.oa?id=179420816005 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative 32 Innovación Educativa, vol. 8 núm. 44 • julio-septiembre The education challenge in Mexico: delivering good quality education to all* Stéphanie Guichard** Resumen En México, el crecimiento potencial del PIB no es lo suficientemente rápido para reducir la brecha en cuanto a ingresos con respecto a los países de la OCDE. La persistente debilidad en el desarrollo del capital humano contribuye a esta situación. En particular, los mexicanos pasan pocos años en la educación formal, y la calidad que reciben es menor que en las otras naciones miembros. En este artículo se analiza el desempeño de los servicios de educación hasta medio supe- rior (secundaria superior), y se evalúa tanto la eficiencia (resultados por dinero invertido) como la equidad del sistema. Se muestra que éste tiene que mejorar mucho más, a un ritmo acelerado, así como la formación de las futuras generacio- nes para la vida y su inserción en la economía moderna, a fin de reducir la brecha de capital humano con otros países de la Organización.
    [Show full text]
  • Understanding Girls' Education in Indigenous Maya Communities in the Yucatán Peninsula
    ECHIDNA GLOBAL SCHOLARS PROGRAM POLICY BRIEF | NOVEMBER 2017 Understanding Girls’ Education in Indigenous Maya Communities in the Yucatán Peninsula Implications for Policy and Practice María Cristina Osorio Vázquez María Cristina Osorio Vázquez | Mexico Professor, Universidad Anáhuac Mayab, School of Economics and Business Professor of Public Administration, School of Economics at Universidad Autónoma de Yucatán in Mérida Ms. Osorio holds a degree in International Relations, a Master’s in Economics and Public Ad- ministration at the Universidad Autónoma de Yucatán, and she is a Ph.D. candidate in Innovation and Governance for Sustainable Development at the University of Twente, the Netherlands. Ms. Osorio’s research at Brookings aims to fill an important gap in girls’ education research by addressing the challenges and barriers to girls’ education in Mexico, particularly for Maya girls living in remote areas of the Yucatán Peninsula. Acknowledgements I would like to extend my gratitude to the girls and parents who participated in this research study, whose insights have been a guide to better understand their aspirations, dreams, and challenges regarding education. Also to my indigenous students and friends who shared with me their personal and professional experiences that were also considered while writing this document, I am very grateful. To Father Joel Tuz, Father Jorge Balam, and Father Jorge Martínez who facilitated the interview process with their congregations, thank you. I would like also to thank Anita Chi and Carmita González who supported me in the last weeks of my field research. Special apprecia- tion to my colleagues and friends Marisol Cen Caamal, Gretty Guadalupe Escalante Góngora, José Antonio Silveira Bolio, and Hans Bressers who encouraged me and supported me in this project.
    [Show full text]
  • Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity Edmund T
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 5-2019 Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity Edmund T. Hamann University of Nebraska-Lincoln, [email protected] Juan Sánchez García Escuela Normal "Miguel F. Martínez", [email protected] Yara Amparo Lopez Lopez [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons Hamann, Edmund T.; Sánchez García, Juan; and Lopez Lopez, Yara Amparo, "Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity" (2019). Faculty Publications: Department of Teaching, Learning and Teacher Education. 366. https://digitalcommons.unl.edu/teachlearnfacpub/366 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. digitalcommons.unl.edu Teacher Education in México Edmund T. Hamann University of Nebraska-Lincoln Juan Sánchez García Escuela Normal “Miguel F. Martínez” Yara Amparo López Sistema Educativo Estatal de Baja California Abstract While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre-Conquest Aztec military academies, the first significant expansion of Western-style schooling in Mexico occurred in the early 19th century, while the first substantial national efforts at teacher education date to the Porfiriato in the late 19th century.
    [Show full text]