Examining Mastery Orientation Among Youth in Latino/a Migrant Farmworker Families

Abstract

Latino/a children in migrant farmworker (LMFW) families are an underrepresented student subpopulation at high risk of school-dropout. To understand the factors that contribute to school competency in children in LMFW families, this mixed-method study examined academic mastery and explored perspectives from children, mothers, and Migrant Education Program (MEP) providers. Youth in LMFW families aged 8–18 (N = 65, M_age = 12.9, 52% male, 65% U.S. born, 51% moved 1-or-more times) were surveyed. Some youth aged 10–18 (n = 24, M_age = 13.9, 67% boys, 79% born in the U.S., 54% moved 1 or more times) were interviewed. One focus group was held with LMFW mothers (N = 9) and two with MEP (N = 18) providers (teachers and staff). Multivariate regression was used, and thematic analysis revealed three themes: (1) LMFW parents’ school involvement, (2) LMFW student-teacher relationships, and (3) mobility and LMFW students’ schooling. Triangulated results converged concerning mother school involvement and academic mastery. However, teacher attachment and mobility were quantitatively found to be insignificant, which diverged from qualitative findings. Unique qualitative findings related to non-traditional parental school involvement emerged. Findings have implications for efforts aimed at bolstering mastery orientation among youth in LMFW families.