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

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

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关键字: Parental involvement; ELL; Hispanic students; urban education; teacher education; ENGLISH-LANGUAGE LEARNERS; PARENTAL INVOLVEMENT; ACADEMIC-ACHIEVEMENT; CHILDRENS EDUCATION; SCHOOL; OPPORTUNITIES; METAANALYSIS

作者单位: [Wassell, Beth A.] Rowan Univ, Dept Language Literacy & Sociocultural Educ, 201 Mullica Hill Rd, Glassboro, NJ 08028 USA. [Fernandez Hawrylak, Maria] Univ Burgos, Dept Educ Sci, Burgos, Spain. [Scantlebury, Kathryn] Univ Delaware, Dept Chem & Biochem, Newark, DE 19716 USA. Wassell, BA (reprint author), Rowan Univ, Dept Language Literacy & Sociocultural Educ, 201 Mullica Hill Rd, Glassboro, NJ 08028 USA. E-Mail: wassell@rowan.edu

摘要: 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.