The Intersection of First-Generation Latino Fathers’ Work, Cultural Values, and Communication in Their Children’s Educational Attainment

Abstract

ABSTRACT This study contributes to the literature on understanding complexities related to educational disparities among Latino families. The roles of first-generation Latino fathers in their children’s education are often mischaracterized within the schools. Utilizing role theory, our study details how Latino fathers’ work, cultural values, and communication are key to understanding their involvement in their children’s education. Seventeen first-generation Latino fathers from the rural Midwest participated in focus groups and subsequent individual interviews. The resulting thematic analysis details three themes. The themes describe how Latino fathers’ work acts as a means of involvement, how cultural values impact the roles within education, and suggest the lack of communication creates a disconnect between Latino fathers and the schools. Implications from this study state a need for increased communication between Latino fathers and teachers. Teachers may benefit by incorporating the cultural values and roles of fathers into their teaching practices. Educators should consider expanding their beliefs of parental involvement to include the cultural values of the families in their schools. Integrating the voices of Latino fathers within the educational system is needed to further strive toward educational equality for Latino families.