Biliteracy and Schooling in an Extended‐Family Nicaraguan Immigrant Household: The Sociohistorical Construction of Parental Involvement

Situating parental involvement in education within a sociohistorical context, this case study of a Nicaraguan immigrant household in California contrasts the perspectives of two sisters‐inlaw who shared a home and whose daughters attended the same urban elementary school. Although the two women were involved in their daughters' schooling in different ways, the article illustrates how both women drew on a variety of personal, family, and community resources to support the girls' academic success.