Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Janice Girardi

Second Supervisor

Byron Hargrove


The Latino population in the United States is projected to increase significantly in the upcoming years, hence so will the numbers of Latino students enrolled in public schools. Although previous scholarly research indicated that parental involvement in U.S. school settings is correlated to student achievement, parental involvement is often reported as significantly lower for Latino parents relative to White parents. Although the classroom has become increasingly diverse, educators across the United States have remained mostly the same where more than 80% of educators are White and female, which does not mirror the demographics of the students in the classroom (U.S. Department of Education, 2011). Perhaps teacher perceptions (including their cultural intelligence) may influence their willingness to encourage parental involvement as a method of improving student achievement (Kurtines-Becker, 2008; Patte, 2011; Ramis & Krastina, 2010; Ratcliff & Hunt, 2009 ). The purpose of this quantitative prediction study was to determine if prekindergarten to 12th grade teacher self-ratings of cultural intelligence (CQ) was significantly predictive of teachers’ ratings of Latino parental involvement. Using the Qualtrics online platform, 106 teachers completed the Teacher Survey of Family and Community Involvement in the Elementary and Middle Grades (Epstein & Salinas, 1993), and the Cultural Intelligence Scale and Experience and Background Demographic Questionnaire. The results revealed that public school teachers’ ratings of Latino parental involvement were significantly predicted by the teachers’ cultural intelligence-cognitive self-ratings (i.e., understanding how cultures are similar and how they are different), but not by the teacher’s self-ratings of other types of CQ Metacognitive, CQ Motivational, and CQ Behavioral.

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