Exploring Latinx and non-Latinx families’ experiences of dual language Catholic schools: A national survey of parent engagement and satisfaction

ABSTRACT

Parent involvement is often cited as an essential component of effective dual language bilingual education (DLBE), yet we have limited understanding of the ways parents participate in DLBE or how parent experiences differ between Latinx and non-Latinx families, who often have different reasons for enrolling their children in bilingual programs. Addressing these gaps, this article presents findings from a national survey of parent engagement and satisfaction for Latinx and non-Latinx parents whose children attend DLBE programs in Catholic schools. Findings revealed that parents viewed their involvement as important, although they reported being more involved in participation-oriented activities (e.g. volunteering in the classroom) than engagement-oriented activities (e.g. co-developing academic initiatives). Latinx parents reported similar or higher levels of involvement than non-Latinx parents in all areas except for school leadership. Parent satisfaction was extremely high, with Latinx parents expressing slightly higher satisfaction than non-Latinx parents. While parents were largely satisfied with school communication, many reported that certain communication was only available in English. These findings led researchers to conclude that high levels of reported satisfaction, particularly from Latinx parents, might obscure equity issues and that DLBE schools must look beyond satisfaction to understand parent experiences and to cultivate more equitable parent engagement.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Laura Hamman-Ortiz

Laura Hamman-Ortiz is an Assistant Professor of TESOL and Bilingual Education at the University of Rhode Island. Her research explores how to cultivate equity-oriented and linguistically expansive learning spaces for emergent bilinguals, especially through translanguaging pedagogies.

John Reyes

John Reyes is the Director of Research, Program Evaluation, and Innovation for the Roche Center for Catholic Education within the Lynch School of Education and Human Development at Boston College. His research focuses on considerations of equity and excellence in Catholic schools, including leadership, governance, and fiscal sustainability.

Elena Sada

Elena Sada is the Program Director and Faculty of the Two-Way Immersion Network of Catholic Schools, an initiative of the Roche Center for Catholic Education within the Lynch School of Education and Human Development at Boston College. Her research focuses on the identity affirmation and effective instruction of bilingual learners.