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Engaging Culturally and Linguistically Diverse Families to Support Elementary School Emergent Bilinguals’ Emotional and Mental Well-Being: Teachers’ and Families’ Perceptions

Abdellatif, Haya (2023) Engaging Culturally and Linguistically Diverse Families to Support Elementary School Emergent Bilinguals’ Emotional and Mental Well-Being: Teachers’ and Families’ Perceptions. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Family-school engagement has been found to influence students’ emotional and mental well-being. Meanwhile, culturally and linguistically diverse (CLD) families have often been found to perceive and respond to engagement efforts differently than Euro-American families. The unique needs of emergent bilinguals, a subsample of the CLD community, render it necessary to delve deeper into examining how family-school engagement can influence their emotional and mental well-being. This examination is particularly important given that CLD families and school staff have, at times, been found to hold very different perceptions of each other and of family-school engagement efforts. These discrepancies have, in turn, functioned to inhibit respectful and effective engagement efforts. For this study, I have utilized a phenomenological exploratory approach informed by the cultural reciprocity framework to explore and compare the perceptions of teachers and families regarding emergent bilingual students’ emotional and mental well-being and how family-school engagement efforts can serve to support them. Findings illustrated that teachers of emergent bilingual students were generally aware of the unique cultural and linguistic experiences that influence students’ emotional and mental health needs, as well as their families’ perception of engagement efforts. Meanwhile, family members held various stances concerning their perceptions of their children’s emotional and mental health needs and how to support them. They also shared different ways in which they perceived schools’ responses to those challenges. This study concludes with a discussion concerning why those differences might exist and potential research and practical implications.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Abdellatif, Hayahaa83@pitt.eduHaa830000-0002-1040-3028
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRobertson, Rachel
Committee MemberJacobs, Katrina
Committee MemberFarmer, Thomas
Committee MemberAceves, Terese
Date: 11 January 2023
Date Type: Publication
Defense Date: 25 October 2022
Approval Date: 11 January 2023
Submission Date: 18 November 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 123
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: family-school engagement, school-family engagement, teachers' perceptions, families' perceptions, emotional challenges, mental health challenges, mental well-being, mental health, culturally and linguistically diverse, CLD, cultural reciprocity framework, phenomenology, emergent bilingual, interview, qualitative, families, teachers
Date Deposited: 11 Jan 2023 18:36
Last Modified: 11 Jan 2023 18:36


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