“We, as Parents, Do Have a Voice”: Learning from Community-Based Programs Effectively Engaging Parents in Urban Communities

Utilizing Yosso’s community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members’ thoughts and actions about engagement with their children's schools. The study drew primarily from the...

Full description

Saved in:
Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 59; no. 4; pp. 1048 - 1077
Main Authors Gil, Elizabeth, Johnson, Ashley
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2024
SAGE PUBLICATIONS, INC
Subjects
Community
Families & family life
Family Involvement
Parents & parenting
Program implementation
Schools
Urban areas
Wealth
community-based programs
asset-orientation
community cultural wealth
social
culturally responsive family engagement
parent participation
subjects
case studies
Urban Education
cultural responsiveness
comparative case study
Online AccessGet full text

Cover

More Information
Summary:Utilizing Yosso’s community cultural wealth framework as a theoretical lens, we sought to examine how nontraditional, community-based family engagement programs impacted adult family members’ thoughts and actions about engagement with their children's schools. The study drew primarily from the interviews, observations, and document analysis of two nontraditional family engagement programs in urban communities. Findings indicate that program approaches built upon and extended families’ social and navigational capitals. Educational leaders can more meaningfully engage urban families by learning from and incorporating practices implemented by the programs we examine and discuss in this article.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859211068466