Schools Reading Parents' Worlds: Mexican Immigrant Mothers Building Family Literacy Networks (Linguistically Diverse Students & Their Families) (Report‪)‬

Introduction As noted by researchers, a good deal of literature about parental involvement unfairly characterizes Latino parents as "uninvolved" or "less involved" in their children's education in comparison to their European-American counterparts (e.g., Lopez & Stoelting, 2010; Moreno & Valencia, 2002; Stanton-Salazar, 2001; Valdes, 1996). In a comparable fashion, studies of similarly marginalized, low-income parents tend to claim that these parents are less involved than those of the middle class (cf. Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990; Snow, Barnes, Chandler, Goodman, & Hemphill, 1991), and, likewise, that more formally educated parents are more involved with their children's education than parents with less formal education (cf. Dauber & Epstein 2001/1995; Hidalgo, Siu, Bright, Swap & Epstein, 1995).