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<p>This qualitative study examines how 17 Latina mothers define parental involvement and engage with their children’s Head Start program. Findings indicate that Latina Head Start mothers conceptualize an involved parent as one who dedicates time to their children, fosters open communication, understands their interests, and remains aware of their friendships. Parental involvement also includes maintaining communication with teachers and participating in school-based activities. While all mothers in our study were actively engaged in their children’s learning at home, few participated in Head Start activities due to work and school schedules, life events, and language barriers. Although these barriers are well-documented, our study highlights a critical yet often overlooked perspective: rather than questioning Head Start’s flexibility and accessibility, mothers attributed their limited school participation to their own personal constraints. This self-blame may reflect a broader systemic issue in how spaces structure family involvement, often reinforcing a deficit-based narrative rather than addressing institutional barriers.</p>

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“How is Preschool Going?”: Latina Mothers’ Understanding and Practices of Parental Involvement in Head Start

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月14日

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  • Sarai Coba-Rodriguez,
  • Elizabeth Cambray–Engstrom

摘要

This qualitative study examines how 17 Latina mothers define parental involvement and engage with their children’s Head Start program. Findings indicate that Latina Head Start mothers conceptualize an involved parent as one who dedicates time to their children, fosters open communication, understands their interests, and remains aware of their friendships. Parental involvement also includes maintaining communication with teachers and participating in school-based activities. While all mothers in our study were actively engaged in their children’s learning at home, few participated in Head Start activities due to work and school schedules, life events, and language barriers. Although these barriers are well-documented, our study highlights a critical yet often overlooked perspective: rather than questioning Head Start’s flexibility and accessibility, mothers attributed their limited school participation to their own personal constraints. This self-blame may reflect a broader systemic issue in how spaces structure family involvement, often reinforcing a deficit-based narrative rather than addressing institutional barriers.