Undergraduate Honors Thesis


Measuring Belonging and Connection to Schools Among Latino/a Parents Public Deposited

  • Parent experiences of belonging and connection to their children’s school have important implications for children’s academic outcomes. Experiencing a sense of belonging and connection may be more challenging among Latino/a families, relative to White families, due to cultural, linguistic, and institutional barriers that are disproportionately experienced by Latino/a families in many schools in the US. There are no available measurement tools to index Latino/a parents’ experiences of belonging and connection that have been subject to psychometric and cultural validation studies. Using a mixed methods approach, this project examines the psychometric properties of extant self-report questionnaires among Latino/a parents to guide the measurement of belonging and connection in schools in valid, reliable, and culturally relevant ways. Our results explore Latino/a parent and educator definitions of belonging and connection to school. We demonstrate that the adapted Psychological Sense of School Membership scale is a promising candidate self-report measure to index Latino/a parent experiences of belonging and connection. We also propose specific changes to measurement tools to address the barriers that many Latino/a parents face, such as limited bilingual capacities among school and limited time to participate in traditional parent roles such as after-school activities and volunteering due to work obligations.
Date Awarded
  • 2018-01-01
Academic Affiliation
Committee Member
Granting Institution
Last Modified
  • 2019-12-02
Resource Type
Rights Statement


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