TY - JOUR
T1 - Barriers, Resources, Frustrations, and Empathy
T2 - Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms
AU - Wassell, Beth A.
AU - Hawrylak, Maria Fernandez
AU - Scantlebury, Kathryn
N1 - Funding Information:
for students’ education. The term “parent involvement” is used when quoting or referencing an author who used the term as such in his or her work. National Science Foundation (NSF) Human Resource Development (HRD) 1036637. Pseudonyms are used for the names of schools, educators, students, and other participants discussed in the article.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This material is based upon work supported, in part, by the National Science Foundation Human Resource Development, NSF HRD 1036637.
PY - 2017/12/1
Y1 - 2017/12/1
N2 - 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.
AB - 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.
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U2 - 10.1177/0042085915602539
DO - 10.1177/0042085915602539
M3 - Article
AN - SCOPUS:85032698051
VL - 52
SP - 1233
EP - 1254
JO - Urban Education
JF - Urban Education
SN - 0042-0859
IS - 10
ER -