2. How do parents view their own roles in their children's education?

3. How do families, including the extended family, view their heritage and language in relation to the U.S. education system? Or to what is taught in the classroom?

4. How do these beliefs affect habits in the home and in interaction with the school?

5. How do these habits, in turn, affect the success of their children in the U.S. education system?

I would like to be able to publish my conclusions in the form of a guide for Latino families thereby informing them of the conclusions they helped to reach. At the moment, there is no guide whether in print, television, or radio to address the new generation of Latino Families who will most likely differ from their parents in major ways. I am also adding to a large portion of quantitative research that has been done on this topic but has not ventured into the ethnographic aspects of the situation.

Irizarry, J. G. (2011). The Latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts. Boulder, CO: Paradigm.

Jeynes, W. H. (2014). A Meta-Analysis on the Factors That Best Reduce the Achievement Gap. Education and Urban Society, 47(5), 523-554. doi:10.1177/0013124514529155

Lutz, A. (2007). Barriers to high-school completion among immigrant and later-generation Latinos in the USA: Language, ethnicity and socioeconomic status. Ethnicities, 7(3), 323-342. doi:10.1177/1468796807080232

Spence, J., Rojas, V., & Straubhaar, J. (2011). Generational Shifts in Language Use Among US Latinos: Mobility, Education and Occupation. International Migration Int Migr, 51(5), 172-191. doi:10.1111/j.1468-2435.2010.00660.x

Swenson, M. D. (2012). Second Generation Latinos and the Perceived Barriers to College Enrollment (Doctoral dissertation, California State University, 2012). Ann Arbor, MI: ProQuest.

Witt, M. A. (2012). Anglos' and Latinos' Self-Regulation to Standards for Education and Parenthood (Doctoral dissertation, Duke University, 2012). Ann Arbor, MI: ProQuest.