SCHOOL PSYCHOLOGISTS’ FAMILY–SCHOOL PARTNERING EXPERIENCES WITH LATINOS

Desireé Vega, Jon Lasser, Sarah E. Fernandez

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family–school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre- and in-service training to achieve effective FSP with Latino families. Five school psychologists working in school districts with greater than 40% Latino student enrollment participated in this study. Five major themes emerged from data analysis: Attitudes toward FSP, Knowledge and Skills Needed, Expectations for Engagement, Perceived Barriers to FSP, and Engagement Activities. The results of this study will help researchers and educators develop an awareness of the challenges school psychologists face and the actions they take to enhance relationships with Latino families.

Original languageEnglish (US)
Pages (from-to)169-182
Number of pages14
JournalPsychology in the Schools
Volume54
Issue number2
DOIs
StatePublished - Feb 1 2017

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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