Teacher Conceptualizations of Family Engagement: Brokers, Boundaries, and Professional Identity

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-10 - The Effect of Parental Engagement on Student Achievement and Schooling Experiences

Abstract

Relationships between schools and families have been shown to positively affect student success. Unfortunately, research suggests that not all teachers engage with families equally. The purpose of this paper is to explore how different teachers’ professional identities influence their understandings of family engagement practices. Considering that preservice programs consistently underprepare teachers to serve roles as ‘cultural brokers’ who bridge the home-school divide, we examined educators’ perspectives through a case study of family engagement in one small, suburban district serving a diverse student population. We found that teachers working with particular student populations viewed engagement as integral to their job, while general education teachers were less likely to prioritize it. These findings have implications for policy and practice.

Authors

• Rebecca Jane Lowenhaupt, Boston College

• Sarah Bradley, Boston College

• Joi Dallas, Boston College

• Nicholl Denice Montgomery, Boston College