McAllister-Parsons, 2019 / OSR Journal of Student Research / May 2019
The pursuit of higher education has become the desire for more children in the United States, yet many of these children are not able to make their dream a reality. Research data reveals that students of color and lower socioeconomic status are largely under-represented in institutions of higher education (Choy, 2001). Latina/o/x students continue to have some of the lowest levels of educational attainment. Education scholars contend that a college going culture can help negate the educational limitations experienced by low income, students of color, and potential first-generation college students. Using an action research design, this study aims to show how a more inclusive parental engagement framework will push research forward in understanding the experiences of an educational leader and Latina/o/x parents within the school site as they collaboratively develop and implement strategies to support a college-going culture. Data will be collected from multiple sources, including focus group interviews, and the researcher/participant observations and memoing journal. Responses will be analyzed for themes and findings surrounding parental engagement and involvement, and practices leading to higher educational attainment for Latina/o/x students. The findings will indicate an increase in the knowledge that Latina/o/x parents have regarding higher educational attainment for their children. Furthermore, this parental knowledge will result in the development and implementation of college-going practices at an elementary school by an educational leader and Latina/o/x parents.
