A qualitative single case study exploring the role of cultural capital in Hispanic family engagement in secondary education.

This qualitative single case study explores the influence of cultural capital on Hispanic family engagement in secondary education, focusing on Bear Charter School in Southern California. Through in-depth interviews with four parents, the study specifically focuses on the familial and aspirational capital of the participants. The study delves into diverse cultural backgrounds of the participants, analyzing how cultural capital shapes involvement in their children’s education at the secondary level. The literature review examines the history of educational laws related to family engagement, the impact of such engagement on student success, cultural-based research theories, and Hispanic culture’s role in family engagement. The research utilizes Tara Yosso’s theoretical framework of a community of cultural wealth, which reframes cultural backgrounds as assets, not deficits. The study highlights two types of capital, familial and aspirational, within Yosso’s community of cultural wealth theory. Using a qualitative methodology, the research develops three primary questions to explore the interaction between families and the educational institution. The first question reveals that the participants perceive a positive and supportive atmosphere among school staff and faculty, actively promoting engagement among Hispanic families. The second question explores the influence of aspirational capital, emphasizing parental aspirations in active participation and decision-making. The third question investigates the impact of familial capital on students’ education, emphasizing the role of familial bonds in creating a nurturing environment. The findings indicate that Bear Charter School effectively uses tools like Parent Square to enhance communication and family engagement. The study confirms that valuing the community’s cultural wealth positively impacts a child’s educational trajectory. The research underscores the importance of relationships and bilingual staff in supporting families. Recommendations for further growth and improvement in fostering collaborative relationships are discussed, providing valuable insights into the significance of cultural capital in shaping family engagement and supporting student success in secondary education.