Navigating Family-School Relationships in Rural Communities: A Scoping Review

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Rural Education Virtual Poster Session

Abstract

This scoping review synthesizes 64 empirical studies on family–school relationships in rural U.S. communities, highlighting how cultural norms, institutional barriers, and adaptive strategies shape mesosystem partnerships. Findings reveal inconsistent rural definitions, limited theoretical grounding, and persistent underrepresentation of intersectional rural identities in education research. Despite these challenges, studies showcase culturally responsive strategies, home visits, and academic interventions that strengthen relational dynamics mediating rural educational outcomes. Informed by Bronfenbrenner’s bioecological systems theory, this review maps patterns, gaps, and emergent directions for future inquiry. It informs theory-driven, equity-oriented research that centers place, culture, and community voice, advancing AERA’s call to construct a more inclusive and context-sensitive vision for education research.

Authors

• Abigail Stephan, Clemson University

• Nora D. Hochstetter, Clemson University

• Itunu Olaniran Akande, Clemson University

• Verdah Rehan, Clemson University

• Virginia Clark, Clemson University

• Faiza M. Jamil, Clemson University