Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The…

This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children's education, and how teachers activate families' capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by…

This ethnographic study explores the literacies of bilingual families living in the Rio Grande Valley on the U.S.-Mexico border. Murillo argues that immigrant families living on the border play an important role in their children's literacy development, but that their voices are seldom heard in schools due to powerful and persistent deficit views…

These researchers analyzed the perceptions of parents of students determined to be at-risk about their involvement with their children. Parents (n = 229), predominantly Hispanic, were surveyed from elementary schools, middle schools, and high schools in a district in South Texas near the Texas-Mexico border. Quantitative data obtained from the…

A LETTER TO PARENTS REQUESTING PERMISSION TO VISIT THE HOME IS WRITTEN IN BOTH SPANISH AND ENGLISH. BLANK SPACES ARE PROVIDED FOR THE PARENTS' NAMES, THE CHILD'S NAME, AND THE TEACHER'S SIGNATURE. THE TIME AND DAY FOR THE VISIT IS TO BE CHECKED BY THE PARENT AND RETURNED TO THE TEACHER. THE PARENT PERMISSION SLIP FOR THREE BUS TRIPS TO BE TAKEN…