Beginning with a brief historical analysis of how the education system came to be and an analysis of culture, themes came forth demonstrating the White Anglo-Saxon Protestant (WASP) roots of education no longer align with the diversity of society. Parental engagement in education has been veered as a pillar of overall success; however, it was consistently view through a nonculturally responsive lens and geared toward early childhood and elementary education, leaving out high school as an equally important facet of a child’s development. Synthesizing the themes of cultural responsiveness, parental engagement, and positive relationships, a culturally responsive guide emerges to create a starting point for public high schools to serve their uniquely diverse populations in creation and promotion of parental engagement.

In education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of dropouts. Latino transfronterizo (literally border crossing) students and their parents in this study have high academic aspirations in spite of challenges of poverty, second language acquisition, and other difficulties which arise from U.S.-Mexico border contexts. Through dissecting the events of the 1990s and early 2000s, the progression of northern migration from Mexico and the terrorist attacks of September 11, 2001 influenced anti-immigrant sentiment along the border and enactment of laws and policies to limit circumnavigating the international line. Misidentification as illegal immigrants creates borderland perceptions that Latinos are suspects and often results in discriminatory treatment from postcolonial dominant culture. This culture is reflected and perpetuated in schools where home language surveys identify native Spanish speakers to segregate them into Structured English Immersion programs for students with Limited English Proficiency. Ethnographic research from January of 2013 to August of 2015 included over 300 observations and 14 semi-structured interviews with seven transfronterizo students and nine parents revealed language disconnects between school and home. Relationships between teachers and students/parents did not exist and trust was lacking. Latino parents wanted to help students with school, but English only requirements limited their assistance. Through the use of Furman's ethic of community and Yosso's community cultural wealth, educational leaders could create communal process at schools to build the capacity of teachers and parents to create relationships and shared cultural competencies.

Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children’s education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.’s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group plática and individual interviews, offered valuable insights into the experiences of a group of Spanish-dominant mamás The findings revealed three major themes: the importance of enhanced access to services and resources for meaningful engagement, the critical role of bilingual school contacts in bridging communication gaps, and the positive impact of cultivating a sense of belonging to create a more inclusive and supportive environment for Spanish-dominant families. Language access proved to be a vital factor in fostering parent engagement, enabling these parents to actively participate in their children's education through support with translation and interpretation services and other resources in Spanish. Additionally, a bilingual family liaison provided them a portal of accessibility to the whole school. Lastly, opportunities for authentic and culturally sensitive involvement further enhanced their sense of belonging, contributing to a more inclusive and supportive school environment. This research highlighted the transformative potential of culturally responsive school leadership, emphasizing its role in empowering Spanish-dominant parents and facilitating their active involvement in independent schools.