Families & Communities
Research states that home involvement with children's schools supports their achievement (Epstein, 1995). Family involvement takes distinct forms for different communities, due to varied understandings of the roles that families play in school and the expectation for "involvement" as understood by school staff. Since other family members and individuals in communities often engage with schools on behalf of children, we recognize the need to expand the discussion beyond "parent" involvement.
Research also demonstrates that schools benefit from families' funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992). Therefore, it is important to forge relationships between families and teachers in their children's schools (Valdes, 1996). The following information presents a basis for building family/teacher relationships by presenting facts and resources that educators of diverse learners need to know in order to promote communication between home and school.
This exploration of family and community in education will focus on selected equity issues that influence family access to schools:
1. Knowledge About Schools
WHAT |
Families and communities have different perspectives on involvement in their children's schools. Different understandings of school exist across cultures. |
WHY |
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HOW |
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2. Culture
WHAT |
Culture influences family and school. Exploring and understanding culture will help enhance teaching methods. |
WHY |
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HOW |
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3. Language
WHAT |
Language affects families, communities, and schools, when individuals attempt to forge relationships with each other and collaborate, but do not communicate in the same languages. |
WHY |
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HOW |
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4. Social Status in the Larger Community
WHAT |
Social status affects family and community access to schools. |
WHY |
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HOW |
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References:
Cibulka, J. G., & Kritek, W. J. (Eds.). (1996). Coordination among schools, families and communities: Prospects for educational reform.Albany: State University of New York Press.
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31 (2), 132-141.
U. S. Department of Education. (1994). Strong families, strong schools: Building community partnerships for learning. A research base for family involvement in learning. Washington, DC: Author.
Valdes, G. (1996). Con respeto: Bridging distances between culturally diverse families and schools. New York: Teachers College Press, Columbia University.