Rethinking Home-School Boundaries: Toward Critically Conscious, Identity-Affirming Partnerships Between Educators and Black and Latine Families

• In Event: Inter/Trans/Cross Racial Relationships: Affinities and Tensions

Abstract

This study addresses the gap between research on family engagement, students' funds of knowledge, and ethnic-racial identity (ERI) development. We first developed a visual model to deepen teachers' understanding of ERI and ethnic-racial socialization (ERS) to bridge the home-school divide. We then conducted workshops with teachers and Black and Latine youth and caregivers to gather stories that could illuminate the model. This paper presents themes from stories shared during these workshops and subsequent focus groups. Through a group iterative thematic analysis process, we identified the following two themes: “Boundary-Crossing and Boundary-Preserving” and “Positional Power in Joint Advocacy.” We draw on these findings to offer practical guidance for teachers on fostering critically conscious partnerships with Black and Latine families.

Authors

• Hillary Parkhouse, Virginia Commonwealth University

• Thea Leticia Racelis, Virginia Commonwealth University

• Jesse Senechal, Virginia Commonwealth University

• Chelsea D. Williams, Virginia Commonwealth University

• Fantasy T. Lozada, Virginia Commonwealth University

• Chandler Golden, Virginia Commonwealth University