Building Culturally Responsive Family-School Relationships

This text promotes a collaborative approach to working with all students’ families to promote student learning and resolve student problems throughout the early childhood and elementary school years. Taking into account economic and cultural diversity as well as exceptionality, Building Culturally Responsive Family-School Relationships describes culturally-responsive instructional and non-instructional practices that educators can use to build family-school relationships characterized by trust, cooperation and motivation to help all children succeed in school.  Grounded in research, this book balances theory and application by discussing conceptual issues and linking them to methods educators can use--making it an essential resource for all school-based practitioners, including school administrators, school counselors, and special education consultants.

Table of Contents:
Changing Family-School Roles and Relationships 1          Connecting with Families: A Nice or Necessary Practice?       Ellen S. Amatea Learner Objectives The Influence of Families on Children’s School Success Changing Models of Teaching and Learning Sharing the Role of Expert with Families Building On Students’ and Families’ Funds of Knowledge Practicing No-Fault Problem Solving Creating Opportunities for Meaningful, Non-Problematic Interaction Discovering the Benefits of Connecting with Families Identifying the Barriers The Philosophy Underlying Our Approach Summary Additional Resources References        2          From Separation to Collaboration: Changing Paradigms of Family-School             Relations             Ellen S. Amatea Learner Objectives Understanding Paradigms The Power of a Paradigm Shift A Typology of Family-School Paradigms                         The Separation Paradigm                         The Remediation Paradigm                         The Collaboration Paradigm Implications for Your Professional Practice Summary Additional Resources References 3          Building Culturally Responsive Family-School Partnerships: Essential Beliefs, Strategies and Skills             Ellen S. Amatea Learner Objectives Vignettes Thinking and Working as Partners Translating Beliefs into Action: Dyadic or Group Focused Strategies Creating Collaborative Dyadic Relationships Reaching Out and Sharing Oneself Valuing and Affirming Family Expertise Involving Families as Significant Participants in Children’s Learning Focusing on Group Climate-Building             Examining Existing School Norms and Practices             Redesigning Core Routines and Practices Structural Supports for Family-School Collaboration Evidence of Effectiveness Developing Your Skills in Family-School Collaboration Skill 1. Understanding Oneself, One’s Personal Reactions and Attitudes Skill 2. Understanding and Valuing Family and Community Strengths Skill 3. Reaching Out and Communicating Skill 4. Understanding and Appreciating Family Diversity Skill 5. Building in Opportunities for Positive Non-Problematic Family School Interaction Skill 6. Creating Active, Co-Decision-Making Roles in Planning and Problem Solving and Accessing Needed Services Discussion Summary Additional Resources References Part II. Understanding Families in their Socio-cultural Context 4         From Family Deficit to Family Strength:  Examining How Families            Influence Children’s School Success Ellen S. Amatea Learner Objectives Vignette Moving Beyond Stereotypes:  Changing Research Perspectives Using Systems Theory to Understand Family Life                   Family Systems Theory Ecological Systems Theory Looking at Key Family System Processes                   Family Beliefs and Expectations Family Emotional Climate Family Organizational Patterns Family Learning Opportunities Strengthening Families’ Capacities to Help Their Children Succeed Benefits of a Family Strengths Perspective Scanning for Strengths Summary References 5          Understanding Family Stress and Change Silvia Echevarria-Doan and Heather L. Hanney Learner Objectives Diverse Family Forms Blended Families Single-Parent Families Gay and Lesbian Families Intergenerational and Multigenerational Families Adoptive and Foster Families Using Family Life Cycle Theory to Understand Family Stress Meet the Families The Robertson Family The Reynolds Family The Castillo Family Family Life Cycle Theory Family Life Cycle Stages Understanding Family Stressors Unpredictable Stressors and Family Coping Family Crisis Stages of a Family Crisis Family Resources for Responding to Crisis and Stress Family Resilience Theory Resource-based Reflective Consultation The Importance of Teacher Advocacy for Families             Schools and Stress Supportive Schools Summary References 6          Equal Access, Unequal Resources: Appreciating Cultural, Social and             Economic Diversity in Families       Cirecie A. West-Olatunji       Learner Objectives Understanding Differences in Class and Culture                   Culture                   Race                   Social Class                   Moderating Influences Socio-cultural Stressors Exploring the Cultural Worldviews of Families Practicing Culturally Responsive Teaching Family-School Collaboration as Cultural Reciprocity       New Roles for Teachers When Partnering With Parents Future Considerations and Challenges Summary Additional Resources References 7          Understanding How Communities Impact Children’s Learning       Ellen S. Amatea Learner Objectives Vignette Defining Community Community as Shared Place                   Rural and small town communities                   Urban communities Communities as Social Networks Neighborhood Effects on Children and Families Approaches for Linking Schools and Families with Communities Deficit/Need-Based Approaches Drawing in Community Resources Linking Schools with Community Services Asset-Based Approaches             Parallel Community Initiatives             Community Schools Community Strategies Used by Educators Learning about the Community Strengthening Parent-to-Parent Supports Mobilizing Community Assets Summary Additional Resources References Part III. Building Family-School Relationships to Maximize Student Learning 8          Getting Acquainted with Families       Teresa Leibforth and Mary Ann Clark Learner  Objectives Initial Considerations Using Effective Relationship and Communication Skills       Attentive Listening Skills Eye contact Body Language Being a Careful Listener Using Encouragers Paraphrasing, Clarifying and Summarizing. Focusing on and Reflecting Feelings.                   Asking appropriate questions Using Facilitative Feedback Communicating Across Cultures Everyday Routines For Getting Acquainted With Students’ Families Welcome Letters Phone Calls to Families Using Technology Back-to-School Night/Open House Family-School Conferences Problem-Solving Meetings Family Visits Summary References 9          Using Families Ways of Knowing to Enhance Teaching and Support             Learning       Maria R. Coady Learner Objectives Vignette Re-examining Culture Influence of Culture in Educational Settings Challenging Unidirectional, School-to-Family Relationships Using Families’ Funds of Knowledge to Support Learning Expanding Notions of Literacy to Support Learning Programs and Projects Using a Multiple Literacies Paradigm The Multi-Literacies Project The Libros de Familia / Family Books Project Using Family and Community Funds of Knowledge to Contexualize Instruction Bridging Family Funds of Knowledge and School Settings Summary Additional Resources References 10        Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences       Ellen S. Amatea and Kelly M. Dolan             Learner Objectives Vignette Purpose and Benefits of Student-Led Conferences The Student Led Conference: A Change in Roles and Responsibilities Nature of the Student Led Conference The Teacher’s Role The Student’s Role The Parent’s Role Preparing Students and Parents for their New Roles Preparing Students Preparing Parents Discussion Summary References Part IV. Building Relationships Through Joint Decision-making and Problem- Solving 11        Engaging in Collaborative Problem Solving With Families       Ann A. Rai. and Ellen S. Amatea.             Learner Objectives Vignettes Barriers to Collaborative Problem Solving Emotionally Charged Nature of Family-School Meetings Tendency to Blame Monocultural and Monolingual Nature of Schools Traditional Style of Parent-Teacher Meetings Collaborative Family-School Problem Solving Implementing the SOLVES Family School Meeting Step One- Setting Up the Meeting & Inviting the Student and Family Step Two- Orienting to the Meeting Purpose and Process and Introductions Step Three: Listening and Clarifying Participants’ Concerns and Blocking Blame Step Four- Validating & Checking for Consensus about Shared Concerns Step Five. Expanding Solution Ideas Step Six. Setting up an Action Plan and Followup Skills Needed in Conducting Family-School Problem Solving Meetings Skills in Blocking Blaming Using Family-School Problem-Solving with Culturally Diverse Families Getting Started with Family-School Problem-Solving Discussion Summary References 12         Making Decisions and Plans with Families of Students with Special Needs       Crystal N. Ladwig.       Learner Objectives       A Look Back Changing Roles of Parents of Children with Special Needs Influence of Current Theory and Legislation             Child Development Theories Legislation Decision Making and Planning Individualized Education Plans Culture and Disability Parent Roles within a Family-Centered Approach What is Family-Centeredness? Family-Centered Roles Family-Centered Educational Practices Summary Additional Resources References 13        Creating a Support Network for Families in Crisis       Catherine Tucker and Sondra Smith-Adcock Learner Objectives Assessing Family Strengths and Difficulties Working with the Family to Seek Help from the Community Common Family Challenges Financial Problems Divorce Death in the Family or Community Family Violence Child Maltreatment Substance Abuse Natural Disasters Assessing Available Resources                         Inside the School In the Community Engaging with Families in Crisis Community and School Service Delivery Models School-Family-Community Partnerships Full Service Community Schools Summary References Appendix A.  Books for Working with Families Experiencing Stressors Appendix B. Useful Websites 14        Seeing the Big Picture: Creating a School Climate That Strengthens        Family-School Connections       Linda S. Behar-Horenstein and Frances M. Vandiver Learner Objectives Creating a More Inviting Family-School Climate Rethinking Concepts of Family Examining Current Family-School Practices Learning about Families’ Perspectives and Circumstances Welcoming and Inviting Parent Participation Creating Meaningful Co-Roles for Families Providing Opportunities for Teacher Skill Development How Schools Change Themselves The Principal’s Role Increasing Faculty Awareness Changing Assumptions About Teaching Entering As A New Teacher Examining the Depth of School Change Required Summary Additional Resources References