Date of Award
Spring 5-6-2012
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Communication
First Advisor
Natalie T. J. Tindall, Ph.D.
Second Advisor
Yuki Fujioka, Ph.D.
Third Advisor
Leonard Ray Teel, Ph.D.
Abstract
ABSTRACT
Hispanic parents face several barriers that impede their involvement in their children’s education. This lack of parental involvement negatively affects the academic outcome of students, graduation rates, and college attendance. This study uses the situational theory of publics to determine what kind of public Mexican parents are, and makes recommendations on what is the best way to engage them and motivate them to participate in schools. Seventeen Mexican mothers were interviewed about their views on education and relationships with their children’s teachers and schools. Findings revealed that the main barriers to parental involvement among Mexican parents are work, language and lack of childcare. The study discusses some strategies that schools can use to help parents overcome barriers to involvement. This research is important because for the first time it uses communications, and more specifically public relations theories, to further the research on Hispanic parental involvement.
DOI
https://doi.org/10.57709/2785839
Recommended Citation
Perez, Linda C., "Engaging Mexican and Mexican-American Mothers in Schools: Using Culture, Acculturation, and the Situational Theory of Publics to Motivate Parental Involvement." Thesis, Georgia State University, 2012.
doi: https://doi.org/10.57709/2785839