Saturday Onsite Presentation Session 2

Intercultural Learning Session Chair: Jay Binueza

11:25-11:50

68922 | Mirroring Care and Service: Community Engagement

Jay Binueza, De La Salle-College of Saint Benilde, Philippines

Magdalena De Leon, De La Salle-College of Saint Benilde, Philippines

The performing arts have transcended their essence by bringing the stage to the community to become a tool for education, empowerment, and care. This paper examines how the De La Salle-College of Saint Benilde - Philippines employed a performing arts workshop for De La Salle Butitin in Nabawan, Malaysia, which is a hostel for underprivileged students who are taught to practice the Lasallian way of life. This project had seven workshops: dance, acting, music and audio, props, costume design, visual arts and set design which all aim at developing transferrable skills that allowed students to plan, design, and implement their own stage performances. The study employs mixed method. The researcher uses interview and survey questionnaire to gather the data from the participants and were analyzed using a statistical software IBM-SPSS V 27. Mean and standard deviations are used to show agreement to statements/questions and the variability of answers of respondents in the questions. Guided interviews and project evaluation results show that the participants did not only experience a nurturing process in theatre making but also achieved motivation and confidence to tell their stories onstage. Apart from proving that the performing arts come along with a nurturing pedagogy, the project has fortified a service-learning curriculum for Benilde. A way to immerse and empirically engage the Benildean students to comprehend how performing arts is an effective tool for social, education and political change via their experiences in different courses. This will aide them for a fun-filled lens to become critical, creative and productive by sharing their learned skills to their respective communities and to the underprivileged.

11:50-12:15

67697 | Designing a Culturally Responsive Parent-Teacher Collaboration System for Hispanic Immigrant Families: Applying the Findings of a Content Analysis Study

Eric Shyman, St. Joseph's University, United States

Much evidence suggests that an effective parent-school collaboration model can have multiple benefits for students and families. However, research also indicates that there are significant barriers posed to families from historically marginalized groups. This presentation will report the findings of a rigorous latent content analysis of the extant literature examining the parent-school collaboration experiences of Hispanic immigrant parents. Three waves of analysis were implemented. During the first wave, the researcher implemented an exhaustive search of the ERIC via EBSCO database accessed through his university library system using various search terms and limiters and retained articles that fit the description of involving parent-school collaboration of Hispanic immigrant families published between 2008 and 2022, resulting in 20 total culled articles. During the second wave, the researcher reviewed the articles to determine nascent constructs or concepts common among the articles. During the third wave, units of meaning were determined to function as final descriptors for the content analysis. Findings revealed the following two common descriptors: (1) Cultural differences in the meaning(s) of relevant terms; (2) Narratives of exclusion and blame. The findings of this study can be applied to design or redesign parent-school collaboration models that appear to marginalize Hispanic immigrant parents. These elements include broadening conceptualizations of key areas, understanding collective versus individualistic cultures, and refocusing the role of the teacher from "educative" to "inclusive".