Maternal and Teacher Interaction and Student Engagement in Math and Reading Among Mexican American Girls From a Rural Community

Abstract

In this study, 69 Mexican American elementary school girls in Grades 3 through 6 (age 8-13 years) from an agricultural community were interviewed regarding their perceptions of the frequency of communication with their mothers about education and their interaction with their teachers. The authors examined how these variables were associated with the girls’ grades in math and reading and the extent to which they liked these academic subjects. Increased communication with mothers about their grades was associated with girls reporting higher grades in math and liking math and reading. The more the students perceived their teachers to care about their education the better their grades in math. Also, girls with higher grades in reading perceived their teacher as more friendly. The results of the study suggest that elementary school Latina girls receive messages from mothers and teachers about education that positively influence their academic performance and engagement in core subjects.