Relationships, parental involvement, and community support: Differences in school environment for boys and girls in rural Guatemala

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Guatemala school environment_12.12.23.pdf (444.88 KB)

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https://journals.sagepub.com/doi/full/10.1177/27526461231225241

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https://doi.org/10.1177/27526461231225241
 http://hdl.handle.net/11603/31593

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UMBC School of Social Work
UMBC Faculty Collection

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Author/Creator ORCID

https://orcid.org/0000-0001-9979-2105

Date

2024-01-09

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journal articles
preprints
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Citation of Original Publication

Evans, Kerri, Antonia Díaz-Valdés Iriarte, Emily Drummer, Brenda Urizar, and Thomas M Crea. “Relationships, Parental Involvement, and Community Support: Differences in School Environment for Boys and Girls in Rural Guatemala.” Equity in Education & Society, January 9, 2024, 27526461231225241. https://doi.org/10.1177/27526461231225241.

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© 2024 by SAGE Publications. Use is restricted to non-commercial and no derivatives.

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Abstract

Literacy rates in Guatemala range from 40% to 90% but widespread poverty and malnutrition hinder school attendance and educational attainment. The Western Highlands region of Guatemala has a large indigenous population and a bilingual Spanish and K’iche’ curriculum. This study explores how child, family, and community factors influence positive school environment, using a sample of 1590 sixth grade students. For male students, increased parental involvement had a positive and direct influence on healthy school environment. For female students, increased parental involvement had a positive and direct influence on healthy school environment. Teacher–student relationships may be a critical point of intervention.