Family-School Engagement to Support Rural Latinx English Learners

• In Event: Critical Perspectives and Conceptualizations of Rurality and Demographic Change: Serving Minoritized Populations in Rural School-Communities

Abstract

As Latinx communities move into rural areas across the United States, there is a need to explore Latinx rurality in education. This is especially important for English Learners (ELs), who have unique experiences, as rural educators are often unprepared to engage with linguistically diverse families (Coady, 2019). Exploring the intersection of rurality, Latinx experiences, and language may better equip educators to meet the needs of their EL students.

Two theoretical frameworks are particularly relevant when considering supports for rural Latinx ELs. First, per ecological systems theory, development is shaped by nested, interconnected environmental systems (Bronfenbrenner, 1977). Homes and schools are key systems that form a new type of influence when they interact with each other. Second, critical race theory posits that racism is embedded into and maintained by societal structures (Crenshaw et al., 1995). Barriers faced by rural Latinx ELs can be viewed as structural barriers which can be dismantled.

One influence for promoting positive outcomes is family–school partnerships (relationships characterized by collaboration and shared responsibility; Reschly & Christenson, 2012). Although research supports these partnerships, educational values are shaped by cultural norms and practices, and will therefore vary across cultural groups (Coady, 2019). Thus, culturally responsive approaches to family engagement are critical for supporting rural Latinx ELs.

The purpose of the present study is to systematically review literature on family engagement for rural EL Latinx youth and summarize the current state of evidence.

We searched six databases: Academic Search Premier, Education Research Complete, PsycArticles, PsycInfo, Scopus, and ERIC. This multidisciplinary search approach allowed us to locate literature in multiple relevant disciplines.
Search terms included (a) “rural” in the title, as well as (b) the following terms in all fields: latin*, English learner* OR English language learner*, fam* OR parent*. Results were included based on three inclusionary criteria: (a) peer-reviewed journal article, (b) in the United States, and (c) in preK – 12th grade setting. We did not limit the search by publication date.

All results were imported into Covidence. Title/abstract screening was conducted to remove results that did not align with the criteria before conducting full-text review. Full-text review was conducted to identify final articles for inclusion in the review. All articles were independently screened and reviewed by two co-authors.
Across all six databases, search procedures yielded 157 articles. Thirty duplicates were removed, leaving 92 articles for screening. Forty-one articles remained for full-text review, after which 13 articles remained for inclusion in the review.

Final article review and summary of findings are ongoing. Findings will provide important information regarding the current state of evidence for the role of family engagement in supporting rural ELs. Based on findings, we expect session attendees to be able to describe the main takeaways of the current evidence base for family engagement for rural Latinx ELs, identify research priorities in this area, and identify factors to consider when supporting rural Latinx ELs through family engagement.

Author

• Rachel T. Santiago, University of Missouri
  Presenting Author