Human papillomavirus (HPV) is a sexually transmitted infection that represents a serious health issue that can lead to significant morbidity and mortality. Although FDA-approved vaccines for the prevention against the majority of strains responsible for cervical cancer and genital warts have been available for many years, immunization rates remain low. This study will consider cervical cancer as the main consequence of HPV and thus will investigate parents of daughters. This is of particular relevance to Arizona, given the large Hispanic population and the racial and ethnic disparities that exist in the incidence, mortality and survival of cervical cancer when compared to the national average. Administration of the three-dose series is recommended for girls and boys beginning at 12 years of age. The target population of this study was parents as the HPV vaccine necessitates parental consent and immunization rates remain low. This study specifically aimed to explore the knowledge, attitudes and beliefs of Hispanic parents in Maricopa County toward the HPV vaccine in efforts to identify barriers to immunization and create future implications for practice. Findings were consistent with previous literature: Hispanic parents exhibited suboptimal knowledge regarding HPV and HPV vaccination. Specific opportunities for education include the etiology, transmission and health consequences of HPV. Despite many areas for education, the majority of Hispanic parents indicated they would follow their health providers' recommendation on vaccination.

Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research by expanding the work on how Hispanic parents support mathematics learning.

The purpose of this study was to understand Mexican immigrant mother's perceptions concerning parental involvement with their children's schools. It provides a perspective on cultural considerations relevant to the implementation of Epstein's model of parental involvement. Eight mothers, two documented and six undocumented, who had emigrated from Mexico and were living in rural Wyoming, were interviewed. The information provided by the participants included descriptions of practices the mothers considered meaningful when involved with their children's education. They shared their own experiences of their school attendance in Mexico and their own parents' involvement with their education. They also shared their understanding concerning parental involvement after having lived in the U.S. and after witnessing their children attend schools in this country. Although the participants in this study had their own understanding of parental participation, they are learning new practices in the U.S. Also, with culturally sensitive modifications, the types of parental involvement suggested by Epstein could also be implemented with the participants in this study. Additionally, in regard to participating in the schools, it was also found that not having documents to live in the U.S did not limit the participants from taking part in their children's schools. Based on the results of this research, school personnel have the potential to play an important role in helping increase Mexican parents' involvement with their children's education. Small and inexpensive variations on what schools are already doing could create a more inviting environment for these mothers. Recommendations are made to assist schools in this effort.