The presumption of invisibility: A qualitative study of Mexican immigrant fathers supporting their sons educationally

Perez, Mario

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https://hdl.handle.net/2142/127463 Copy

Description

Title

The presumption of invisibility: A qualitative study of Mexican immigrant fathers supporting their sons educationally

Author(s)

Perez, Mario

Issue Date

2024-11-22

Director of Research (if dissertation) or Advisor (if thesis)

Davila, Liv T

Doctoral Committee Chair(s)

Davila, Liv T

Committee Member(s)

• Herrera, Linda
• Flores, Osly
• Kang, Hyun-Sook

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• asset-based
• Mexican immigrant fathers
• community cultural wealth
• qualitative
• semi-structured
• home based support

Abstract

This study explores the support provided by Mexican immigrant fathers to their sons navigating the American high school system. Despite the increasing presence of Mexican immigrant families in the United States, the ways in which Mexican fathers contribute to their sons' educational journeys remain largely unrecognized by American educators. While this study is contextualized in the Northwest Suburban geography of the Chicagoland area, and focuses primarily on Mexican immigrant fathers, its implications could be nationwide, leading to policy reforms that recognize and value the culturally specific support occurring beyond the physical confines of the school by minoritized groups. This study fills a gap in the research that has historically focused on support provided by Mexican immigrant parents as a unit to their younger children. The ways in which Mexican immigrant fathers support their sons along gender lines has been understudied, particularly during the critical high school years. Interviews with five Mexican immigrant fathers reveal a broad spectrum of how they support their sons' academic and socio-emotional well-being. These fathers challenge narrow definitions of parental engagement often imposed by school systems. They actively extend their involvement beyond traditional expectations, rejecting the notion that they are passive or disengaged. Their support transcends the limited scope of physical presence in school-sponsored settings, pushing back against harmful stereotypes that fail to recognize the depth of their contributions. Rather, the findings demonstrate that these fathers are actively using existing community networks, creating their own networks, and supporting one another, reflecting a proactive and engaged approach both at home and in the community. This research counters deficit-based perspectives by highlighting the cultural strengths these fathers bring, using a Community Cultural Wealth model to illustrate their positive contributions to their sons’ educational journeys.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127463

Copyright and License Information

Copyright 2024 Mario Perez

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