In schools in the ‘New Latino Diaspora’ Spanish speaking families now have access to school practices but still have difficulty actively engaging with them

In recent years the ‘Latino Diaspora’ has spread to states in the Midwest and Northeast, which have relatively little tradition of serving the needs of immigrants. Using Wisconsin as a case study, Rebecca Lowenhaupt examines how schools are supporting Latino students and their families. She finds that while schools largely ensure Spanish translation and interpretation of various school processes such as parent-teacher conferences, Spanish-speaking families tend not to join in key school activities such as meetings and events. She argues that schools with changing demographics have much to gain from seeking ways to foster active participation and agency among immigrant families by going beyond traditional methods of engagement