"The Parents Are Locked Out": Barriers to Teachers' Facilitation of Family Involvement

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-10 - Examining the Examiners: Effects of the Assessment Discourse on and Through Teacher Work Effects of Teacher Practice

Abstract

That students reap significant benefits when their families are involved in their education is well-established. Nonetheless, the reality of family involvement is far from ideal, particularly for schools serving under-resourced populations (e.g., Hornby, 2011). Epstein’s (2001) 6 types of strategies to improve family involvement are well-known, but under-researched, particularly in schools serving high-need families. This study asked elementary teachers working in highly diverse, economically-disadvantaged urban schools to identify which of Epstein’s practices they use, which they’d like to use, and the barriers to implementation. The most common strategies reported involved teacher-centered communication (e.g., newsletters). Barriers to desired practices included family factors (e.g., language, immigration status) and policy and procedure barriers (e.g., policies limiting volunteer opportunities, closed-door policies).

Authors

• Tina M Smith-Bonahue, University of Florida

• Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

• Olivia Soutullo, University of Florida

• Laura E. Navia, University of Florida