Concha Delgado-Gaitan – författare

"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse."Michele Dean, PrincipalMontalvo Elementary School, Ventura, CA

Raise school attendance, reduce dropout rates, and improve academic performance of Latino students!

Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families.

Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement.

Offering easily applied techniques for cultivating communication, this practical handbook examines

Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students.

Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.

Crossing Cultural Borders (1991) examines the day-to-day interaction of immigrant children with adults, siblings and peers in the home, school and community at large as these families demonstrate their skill in using their culture to survive in a new society. Children of Mexican and Central American immigrant families in Secoya crossed a national border, and continue to cross linguistic, social and cultural borders that separate the home, school and outside world.

Crossing Cultural Borders (1991) examines the day-to-day interaction of immigrant children with adults, siblings and peers in the home, school and community at large as these families demonstrate their skill in using their culture to survive in a new society. Children of Mexican and Central American immigrant families in Secoya crossed a national border, and continue to cross linguistic, social and cultural borders that separate the home, school and outside world.

Originally published in 1996. During the author''s decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.

Originally published in 1996. During the author''s decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.