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