Family Perspectives of School-Family Partnerships in Hawaiʻi

• In Event: Bridging Multiple Worlds: Innovative Cultural Partnerships Among Students, Families, Schools, Communities, and Universities From Preschool Through College

Abstract

Family and school partnerships have been shown to improve academic and social outcomes for children (Henderson & Mapp, 2002; Serpell & Mashburn, 2012). Laws regarding the inclusion of families in children’s education require school systems to address family communication, participation, and engagement. However, communities, families, and school systems may have different needs or strategies in these endeavors (Durán, 2011; Goldkind & Farmer, 2013; Jeynes, 2012; Onikama, Hammond, & Koki, 1998). Hawaiʻi is a unique environment, with a single school district encompassing rural and urban schools, a multicultural setting with no ethnic majority, an indigenous Hawaiian population, large immigrant and migrant populations, and multiple languages.

Objectives
This paper reports and analyzes family perspectives of partnerships with schools in Hawai‘i. These perspectives are contrasted with those found in other geographic and cultural areas and in the national context to highlight the uniqueness and importance of context for family-school relations.

Theoretical Perspectives
Several terms have been used to describe relationships between families and schools, including from participation, involvement, engagement, and partnerships. Epstein’s (2010) well- known model of family partnerships in education identifies six types of family involvement, ranging from communication to decision making. However, critics have argued this model does not adequately address issues of parent voice, culture, advocacy, and power and that it focuses on the schools’ perspective while treating parents as passive school supporters rather than active participants (Auerbach, 2011). Including families’ socioculturally informed ways of understanding into these relationships extends family members’ and educators’ knowledge and skills. “Family-school partnerships enable learning that is part of [the families’] lifeworld, inclusive of other knowledges, collaborative, and where the learner is an active participant” (Daniel, 2011, p. 169). We also use the Bridging Multiple Worlds perspective to examine linkages between families and schools as crucial supports on pathways to college and careers for culturally and linguistically diverse youth (Cooper, 2011).

Research Methods
We interviewed people representing 12 families from various ethnic and linguistic groups about their perspectives of partnerships in their children’s schools. Semi-structured interviews allowed family members to discuss issues that were important to them. These were explored further through follow-up questions. Interviews were videotaped and transcribed. Both authors analyzed each document for emerging themes and discussed and agreed upon themes (Merriam, 2009).

Results
Six themes emerged from inductive analyses of the data. Parents were interested in their children’s education and participated in common family engagement activities such as conferences, communication, and attendance at performances. Parents called for more communication, differentiation, and attention to socio-emotional aspects of schooling. Parents’ “lack of time” was a major barrier to their participation and also influenced their low participation in decision-making activities. The importance of principals and school climate also emerged as central to parents’ participation in decision-making.

Significance and Implications
Family engagement practices are essential to supporting children’s education, yet one approach does not work for all families and schools. Schools and educators need to recognize the strengths and needs of different families, appreciate cultural differences, and design programs to include diverse families.

Authors

• Katherine T. Ratliffe, University of Hawaii

• Eva Ponte, University of Hawaii - Manoa