An Exploratory Data Analysis of Reasons Hispanic Parents Give for Withdrawing or Denying Permission for Their Limited English Proficient Children to Participate in Transitional Bilingual Education Programs
Martinez, Jose
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/69127
Description
Title
An Exploratory Data Analysis of Reasons Hispanic Parents Give for Withdrawing or Denying Permission for Their Limited English Proficient Children to Participate in Transitional Bilingual Education Programs
Author(s)
Martinez, Jose
Issue Date
1987
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Abstract
This study attempted to answer three problems utilizing exploratory data analysis. The first problem determined and analyzed the reasons Hispanic parents, who reside in a typical school district with limited English proficient (LEP) students, give for withdrawing or denying permission for their LEP children to participate in transitional bilingual education programs. Secondly, this study provided an analysis of these parents' modes and extent of participation in the education of their LEP children and to compare that with a similar analysis of Hispanic parents who permit their LEP children to participate in transitional bilingual education programs. A third purpose of the study was to determine if there is a relationship between all of these parents' modes and extent of participation and their children's academic success.
School administrators, policy makers, and researchers need to be careful when examining the success of transitional bilingual education. It appears from this study, that stating that transitional bilingual education programs are ineffective because students in these programs do no better in English skills than children in traditional programs who are exposed to English throughout the day may be a myopic conclusion. It is the expectations of parents, not the transitional bilingual education program, that has an effect on what happens to LEP children in school. Based on the reasons stated by the non-program parents, it appears that the decision to withdraw or deny permission is one that has linguistic and cultural implications. While parents in the non-program group reported being more involved than the parents in the program group, there appears to be an association between parental involvement and student academic achievement. Therefore, educational administrators, policy makers, and researchers must begin to examine the linguistic and cultural alternatives and the home environment factors, forces, and variables that may have an effect on academic achievement of LEP students.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
