The Power of Community
By Concha Delgado-Gaitán. 2001
202 citations recorded by the source corpus.
Fifteen years ago, Concha Delgado-Gaitan began literacy research in Carpinteria, California. At that time, Mexican immigrants who labored in nurseries, factories, and housekeeping, had almost no voice in how their children were educated. Committed to participative research, Delgado-Gaitan collaborated with the community to connect family, school, and community. Regular community gatherings gave birth to the Comité de Padres Latinos. Refusing the role of the victim, the Comité paticipants organized to reach out to everyone in the community, not just other Latino families. Bound by their language, cultural history, hard work, respect, pain, and hope, they created possibilities that supported the learning of Latino students, who until then had too often dropped out or shown scant interest in school. In a society that accentuates individualism and independence, these men and women look to their community for leadership, support, and resources for children. The Power of Community is a critical work that shows how communities that pull together and offer caring ears, eyes, and hands, can ensure that their children thrive—academically, socially, and personally. It offers a fresh approach and workable solution to the problems that face schools today.
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Citations in the corpus
- Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools (2009, background): “As an alternative some have looked to efforts to organize parents outside of schools so that they can pressure schools to take their concerns seriously (Delgado-Gaitan, 2001; Henig, Hula, Orr, & Pedelescleaux, 1999; Mediratta & Karp, 2003; Soto, 1997).”
- Parent Involvement and Educational Outcomes for Latino Students (2006, background): “For instance, in one study of a predominately Latino community , Delgado-Gaitan (2001) found that although 98% of teachers viewed parental involvement as critical, most teachers also believed that parents were not working enough with their children at home.”
- Parents and mathematics education in a latino community: Redefining parental participation (2005, background): “Finally, we draw on research on parental involvement, in particular that which critically examines issues of power and perceptions of parents (especially language and ethnic “minority” and working-class parents) (Delgado Gaitan, 2001; Henry, 1996; Lareau, 2000).”
- One Size Does Not Fit All: Understanding Parent Engagement in the Contexts of Work, Family, and Public Schooling (2020, result): “This research builds upon previous studies that have identified the need to move beyond school-centric, teacher-driven models of parent involvement and instead focus on parents and families as the point of departure (Auerbach, 2007; Cooper, 2009; Delgado-Gaitan, 2001; Lawson, 2003).”