Efforts to bolster the school readiness of Latine children from low-income and immigrant homes have focused on fostering parent engagement in children's education. In assessing parent engagement, most measures center school-based activities in alignment with middle class, European American dominant norms, missing the multiple ways that Latine families engage with their children to support their educational experiences and development. Additionally, studies of predictors of Latine parent engagement have mainly focused on parent demographic and linguistic factors, limiting our understanding of how to support parent engagement equitably. Using a measure of parent engagement sensitive to culturally contextualized behaviors of Latine families, this study describes the ways Latine parents living in historically disinvested neighborhoods in New York City engage in their children's learning at home and in school during a nationally charged anti-immigrant, anti-Latine sociopolitical climate. We also examine whether immigration enforcement threat and parent health are associated with Latine family engagement in home and school-based activities. Data come from a larger study conducted with Latine parents (n=103; 42% immigrant) of pre-K children. Descriptive results indicate that despite a charged sociopolitical context, levels of engagement in children's education and development across multiple domains were comparable with mean levels established by the developers. Findings from regression analyses demonstrated that above and beyond demographic, linguistic and financial factors, immigration enforcement threat and parent health were associated with aspects of family engagement in young children's learning among Latine families in low-income communities. Implications for policy and practice are discussed.

中文翻译：

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对低收入社区学前儿童拉丁裔父母参与的文化和背景理解：移民执法威胁、父母健康和社会人口统计学的作用


加强来自低收入和移民家庭的拉丁裔儿童的入学准备的努力集中在促进家长参与儿童教育。在评估家长参与时，大多数措施都以学校活动为中心，与中产阶级、欧洲裔美国人的主导规范保持一致，而忽略了拉丁裔家庭与孩子互动以支持他们的教育经历和发展的多种方式。此外，对拉丁裔家长参与度预测因素的研究主要集中在家长的人口统计学和语言因素上，这限制了我们对如何公平支持家长参与的理解。本研究使用对拉丁裔家庭的文化背景行为敏感的父母参与措施，描述了生活在纽约市历史上投资不足的社区的拉丁裔父母在全国性反移民、反拉丁裔社会政治气候下参与孩子在家中和学校学习的方式。我们还研究了移民执法威胁和父母健康是否与拉丁裔家庭参与家庭和学校活动有关。数据来自对学前班儿童的拉丁裔父母（n=103;42% 移民）进行的一项更大规模的研究。描述性结果表明，尽管社会政治背景紧张，但跨多个领域的儿童教育和发展参与水平与开发人员建立的平均水平相当。回归分析的结果表明，除了人口、语言和财务因素外，移民执法威胁和父母健康与低收入社区拉丁裔家庭参与幼儿学习的各个方面有关。 讨论了对政策和实践的影响。