Journal of Family Diversity in Education最新文献_第2页

Immigrant Latino Parents’ Experiences and Participation in the Special Education Process 拉丁裔移民父母在特殊教育过程中的经历与参与

Journal of Family Diversity in Education Pub Date : 2022-08-21 DOI: 10.53956/jfde.2022.167

M. I. Bravo-Ruiz, L. Flynn

引用次数: 0

Yog peb txoj kev npau suav; HMong Parents’ Knowledge, Support, and Confidence to Assist their Undergraduate Student 你可能会觉得自己很聪明。苗族家长协助本科生的知识、支持与信心

Journal of Family Diversity in Education Pub Date : 2022-08-21 DOI: 10.53956/jfde.2022.164

Pa Her, Alberta M. Gloria

引用次数: 0

Moments of Connection Building Equitable Relationships between Families and Educators through Participatory Design Research 通过参与式设计研究建立家庭与教育者之间的公平关系

Journal of Family Diversity in Education Pub Date : 2022-01-31 DOI: 10.53956/jfde.2022.160

Paul J. Kuttner, Almaida Yanagui, Gerardo R. López, Anne Barton, Jennifer Mayer-Glenn

{"title":"Moments of Connection Building Equitable Relationships between Families and Educators through Participatory Design Research","authors":"Paul J. Kuttner, Almaida Yanagui, Gerardo R. López, Anne Barton, Jennifer Mayer-Glenn","doi":"10.53956/jfde.2022.160","DOIUrl":"https://doi.org/10.53956/jfde.2022.160","url":null,"abstract":"Recent years have borne evidence of a resurgence of calls for schools to include families in school decision-making as part of a broader movement for equitable family-school partnerships; these partnerships require strong parent-teacher relationships characterized by mutual trust. However, such relationships are inevitably shaped by systems and histories related to racialization and power. This article explores how culturally and linguistically diverse families alongside teachers from the dominant school culture can begin building trusting relationships in spite of inequity. Its basis is an in-depth analysis of family-educator interactions in a participatory design-based research project in Salt Lake City, UT. We extract what we call moments of connection — moments when participants connected with one another despite the personal, historical, social, and institutional forces that so often divide them. We utilize these moments to suggest avenues for building trust, solidarity, and increasingly humanizing forms of engagement in our schools and communities.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127552745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Support Father Engagement: What Can We Learn From Fathers? 支持父亲参与:我们能从父亲身上学到什么?

Journal of Family Diversity in Education Pub Date : 2022-01-31 DOI: 10.53956/jfde.2022.151

Kyle E. Miller, J. Arellanes, Lakeesha James

{"title":"Support Father Engagement: What Can We Learn From Fathers?","authors":"Kyle E. Miller, J. Arellanes, Lakeesha James","doi":"10.53956/jfde.2022.151","DOIUrl":"https://doi.org/10.53956/jfde.2022.151","url":null,"abstract":"Fathers play a unique and important role in children’s lives. However, gendered attitudes and practices with families have precluded their full engagement in children’s education and development. Based on the collective effort of a local fatherhood coalition, the purpose of this community-based study was to explore how fathers view themselves as involved in children’s lives and their perceived barriers to involvement in order to initiate change in local schools and community. Twenty-three fathers from ethnically and socioeconomically diverse backgrounds participated in interviews and focus groups to describe their definitions of father involvement, strengths as fathers, and needs. A collaborative, qualitative analysis of data led to the identification of four themes that framed the experiences of fathers and their needs. Mothers played a powerful role in promoting and prohibiting fathers’ involvement; technology provided opportunities to connect but also interfered with attachment efforts; fathers in more privileged positions were able to focus on attachment rather than merely providing; and school engagement was rarely mentioned with a focus on extra-curricular involvement. We discuss the influence of paternal characteristics and situational factors in how these themes inform the lives of fathers and the complex nature of fatherhood. Implications for schools and communities are offered in hopes to disrupt current practices and design more inclusive and equitable approaches to including fathers in family engagement efforts.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116852516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing with Families for Just Futures 为未来与家庭一起设计

Journal of Family Diversity in Education Pub Date : 2022-01-31 DOI: 10.53956/jfde.2022.171

Ann M. Ishimaru, Megan Bang

引用次数: 5

Leadership with a Purpose: Responding to Crises through Culturally Responsive District Leadership 有目的的领导:透过对文化有反应的地区领导来应对危机

Journal of Family Diversity in Education Pub Date : 2022-01-31 DOI: 10.53956/jfde.2022.156

Coy Carter Jr., Eskender Yousuf, Bodunrin O. Banwo, M. Khalifa

引用次数: 0

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues 追踪代际对话的伊朗侨民中的种族、养育和身份认同

Journal of Family Diversity in Education Pub Date : 2022-01-31 DOI: 10.53956/jfde.2022.161

Shirin Vossoughi

{"title":"Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues","authors":"Shirin Vossoughi","doi":"10.53956/jfde.2022.161","DOIUrl":"https://doi.org/10.53956/jfde.2022.161","url":null,"abstract":"This paper traces intergenerational learning through a series of dialogues on race, parenting, and identity held with Iranian parents, grandparents and youth at a Persian language school located in the US. Drawing on ethnographic, interactional, and participatory design research methodologies, the analysis focuses on the forms of intergenerational sensemaking and social analysis that emerged over time and what they can teach us about (a) the intersections of parenting and racial identity within Iranian diasporic communities in the United States and (b) the complex forms of personhood (Gordon, 1997; Tuck, 2009), learning and becoming among Iranians raising children and grandchildren outside Iran. Bringing close attention to specific instances of talk as embedded in broader relational temporalities and dialogic arcs, findings illustrate the shifting ways participants articulated the educational needs of Iranian children living outside Iran, the emergence of complex and sometimes contradictory discourses on race and identity, and the ways participants worked together to disentangle self-defense and self-determination from the politics of respectability. The discussion considers the implications of complex personhood for the design, mediation, and interpretation of intergenerational sensemaking regarding race and identity within the Iranian diaspora, with attention to broader processes of community codesign.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128733820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic 有(无)公平的选择?大流行时期儿童返校的家庭决策

Journal of Family Diversity in Education Pub Date : 2021-09-03 DOI: 10.53956/jfde.2021.159

Robert Cotto, Sarah L. Woulfin

{"title":"Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic","authors":"Robert Cotto, Sarah L. Woulfin","doi":"10.53956/jfde.2021.159","DOIUrl":"https://doi.org/10.53956/jfde.2021.159","url":null,"abstract":"In response to the COVID-19 global pandemic, most schools across the country closed in-person instruction for a period of time and many shifted to online schooling. Beginning in fall 2020, schools around the United States began reopening and many districts offered families a decision or “choice” to return their children to an in-person or online schooling experience. In many cities, this approach complicated existing school choice and permanent closure policies with already existing equity issues. Building upon previous scholarship on school choice and closure, this study draws on the concept of school choice with(out) equity (Frankenberg et al., 2010; Scott & Stuart Wells, 2013; Horsford et al., 2019). Using data from an online survey (n = 155 participants) in August 2020, this study examines why families (50% white, 50% people of color) decided to return their children to in-person schooling in Hartford, Connecticut. This study uses a mixed-method analysis of qualitative responses and quantitative data to understand family decisions to return to in-person schooling (Creswell, 2014). Rather than school choices with full equity considerations during the pandemic, these family responses focused on needs of childcare for full-time work and health safety. These responses suggest a partial equity in the landscape of available choices. The study raises questions about reapplying old forms of school choice to a new form of temporary school closure during pandemic.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Parent engagement in reclassification for English learner students with disabilities 家长参与英语学习障碍学生的再分类

Journal of Family Diversity in Education Pub Date : 2021-09-03 DOI: 10.53956/jfde.2021.155

Jamey Burho, Karen D. Thompson

引用次数: 1

Why We Gather: Educational Empowerment and Academic Success Through Collective Black Parental Agency 为什么我们聚集在一起:通过集体黑人父母代理的教育赋权和学业成功

Journal of Family Diversity in Education Pub Date : 2021-09-03 DOI: 10.53956/jfde.2021.153

Raquel M. Rall

引用次数: 1