Family Engagement Practices as Sites of Possibility: Supporting Immigrant Families through a District-University Partnership

Abstract

In this article, we consider the ways in which family engagement practices foster sites of possibility for immigrant families in the public schools. As demographic change leads to a growing number of new immigrant destinations and amidst increasing hostility toward immigrant communities, educational institutions play an increasingly important role in supporting these students and their families. Drawing on a study of one school district’s partnership with a local university to identify and resolve engagement gaps between immigrant and nonimmigrant families, our article discusses asset-based approaches to family engagement practices. In addition to discussing district initiatives to engage immigrant families in 2-way communication and minimize barriers to participation, we also consider the role of university partners in building sites of possibility for immigrant youth and their families. We conclude with implications for expanded efforts to develop equitable family engagement practices in districts serving immigrant communities.

Additional Resources

1. Midgley, C., & Urdan, T. (1992). The transition to middle level schools: Making it a good experience for all students. Middle School Journal, 24, 5–14.

The article, written for middle school teachers, examines the middle school transition from a motivational perspective. It describes programs that have been implemented to address motivational changes, and suggests several specific strategies teachers can use that are consistent with learner-centered principals and practices.

2. The Study Guides and Strategies web site www.iss.stthomas.edu/studyguides/index.htm

Developed by Joe Landsberger, University of St. Thomas (St. Paul, MN), this web site offers students nearly 100 strategies and guides for studying and learning. It includes tips for reading, writing, math, science, preparing to learn, participating in class, preparing for and taking tests, as well as general study strategies, and guides for using the Internet. This site is particularly useful for ESL students because it has been translated into 17 languages. Permission is granted for use by educators and is frequently updated as new resources become available.

3. LaBoskey, V.K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press.

In this book, LaBoskey provides readers with a compelling rationale for the development of reflective thinking in preservice teachers, and then describes a study comparing and contrasting the thought processes of two types of beginning teachers: Alert Novices and Commonsense Thinkers. The book describes ways of measuring reflection in teachers using questionnaires and case studies, and offers suggestions for promoting reflection in teacher education.