An analysis of cultural diversity and recurring themes in preservice teachers’ online discussions of Epstein’s six types of parent involvement

Abstract

This study used a qualitative, grounded theoretical framework to examine integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. Fifty-two undergraduate students’ responses were axially coded. Overarching themes were then determined with the constant comparative method. Participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement, but failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes. Responses reflected limited knowledge of how educators can engage culturally diverse families. The participants integrated knowledge of cultural diversity in responses addressing family-friendly schools, communication, and volunteering but not parenting, decision-making and advocacy, learning at home, or building relationships with the community. Recommendations are given for improvement in online discussions from a design-based research perspective.

Keywords:

• preservice teacher training
• online course
• design-based research
• cultural diversity