ABSTRACT Parental satisfaction is often used “as one indicator of school success or one outcome of school effectiveness”. However, the notion that it is possible to gauge minoritized parental satisfaction in schools without first understanding their educational beliefs and values about education and their knowledge about the US school system is problematic. This article examines how the concept of “parental satisfaction” may actually silence Latinx parents’ voices (concerns, opinions, input, etc.) in US schools. Latinx parents tend to express high levels of “satisfaction” with US schools irrespective of how well they understand their educational programs or how well their children are doing in school. The dual-language immersion (DLI) setting is used as an example. The author argues that uncritically attributing high levels of educational satisfaction to Latinx parents potentially silences their concerns in school settings, particularly in educational programs that serve parental populations that are asymmetrically positioned in US society.

中文翻译：

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通过教育满意度消除双文化父母的声音：我们需要知道什么？

摘要 家长满意度通常被用作“学校成功的一个指标或学校有效性的一个结果”。然而，在不首先了解他们对教育的教育信念和价值观以及他们对美国学校系统的了解的情况下，可以衡量学校中少数派家长的满意度的观点是有问题的。本文研究了“家长满意度”的概念如何在美国学校中实际上使拉丁裔家长的声音（担忧、意见、意见等）沉默。拉丁裔父母往往对美国学校表示高度“满意”，无论他们对教育计划的了解程度或孩子在学校的表现如何。以双语言沉浸 (DLI) 设置为例。