Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms

Beth A. Wassell, Maria Fernandez Hawrylak, Kathryn Scantlebury

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the participants recognized barriers to involvement for families of ELL students, yet maintained that families should communicate more and help with homework. One participant’s practices and expectations served as a contradiction to these patterns. Implications and recommendations for P-12 school policy and teacher education are emphasized.

Original languageEnglish (US)
Pages (from-to)1233-1254
Number of pages22
JournalUrban Education
Volume52
Issue number10
DOIs
StatePublished - Dec 1 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

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