Year: 2024
Type: article
Abstract: This critical ethnography presents findings from a two-year-long study of Latinx family engagement using cafecitos in a dual-language elementary school. Using ethnographic approaches to data collection and analysis, the researchers analyzed how to implement cafecito monthly meetings with parents that focused on engagement approaches and arts integration surrounding a community cultural wealth model. Findings revealed a correlation between positive family and student identity development because of the integration of community members as experts within the cafecitos. We share recommendations for using cafecitos as a tool for parental engagement to create a more inclusive, supportive, and culturally responsive environment that benefits students and their families.
Authors: Katherine Espinoza, Melissa A. Garza
Institutions: Trinity University, Texas A&M University – San Antonio
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4403798267