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Home, School, and Community Collaboration
4th Edition

2
For my MST graduate students who inspire me to be creative, compassionate, and insightful. I
hope they will enter teaching with a strong appreciation for the role of families in schools.

K.B.G.

For the bookends of our family: the oldest member, my mother, Wanda Mitchell-Fisk, who
cherishes her family and makes each person feel special and loved, and the newest member of our
family, Benjamin Dennis Curry, whose namesakes are role models of family love and devotion.

J.A.R.

3
Home, School, and Community
Collaboration
Culturally Responsive Family Engagement

4th Edition

Kathy B. Grant
State University of New York at Plattsburgh
Julie A. Ray
Southeast Missouri State University

4
FOR INFORMATION:

SAGE Publications, Inc.

2455 Teller Road

Thousand Oaks, California 91320

E-mail: [email protected]

SAGE Publications Ltd.

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London EC1Y 1SP

United Kingdom

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Mathura Road, New Delhi 110 044

India

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3 Church Street

#10-04 Samsung Hub

Singapore 049483

Copyright © 2019 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by
any means, electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system, without permission in writing from the publisher.
Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Grant, Kathy B., author. | Ray, Julie, author.

Title: Home, school, and community collaboration : culturally responsive family engagement / Kathy B. Grant, State
University of New York at Plattsburgh, Julie A. Ray, Southeast Missouri State University.

Description: Fourth edition. | Los Angeles : SAGE Publications, Inc., [2019] | Includes bibliographical references and
index.

Identifiers: LCCN 2017045099 | ISBN 9781506365732 (pbk. : alk. paper)

Subjects: LCSH: Home and school—United States. | Community and school—United States. | Parent-teacher

5
relationships—United States.

Classification: LCC LC225.3 .G73 2019 | DDC 371.19/2—dc23 LC record available at

https://lccn.loc.gov/2017045099

This book is printed on acid-free paper.

Acquisitions Editor: Karen Omer

Content Development Editor: Jennifer Jovin

Editorial Assistant: Elizabeth You

Production Editor: Laureen Gleason

Copy Editor: Megan Markanich

Typesetter: C&M Digitals (P) Ltd.

Proofreader: Talia Greenberg

Indexer: Michael Ferreira

Cover Designer: Michael Dubowe

Marketing Manager: Jillian Ragusa

6
Brief Contents
1. Preface
2. Acknowledgments
3. Section I • Understanding Family Engagement: Building a Knowledge Base for
Culturally Responsive Family Engagement
1. Chapter 1 • Family Engagement and the Responsive Educator
2. Chapter 2 • Theories and Models for Family Engagement in Schools
Contributing Authors
4. Chapter 3 • Supporting Families as They Parent Today’s Children
5. Section II • Appreciating Families: Today’s Diverse Families
1. Chapter 4 • Structurally Diverse Families Contributing Author
2. Chapter 5 • Culturally Diverse Families Contributing Authors
3. Chapter 6 • Students of Families in Transition
4. Chapter 7 • Families Overcoming Obstacles Contributing Authors
5. Chapter 8 • Families in Abusive Situations Contributing Author
6. Section III • Family Engagement: Putting Knowledge and Skills Into Action
1. Chapter 9 • Engaging Families in Their Children’s Learning at School and at
Home
2. Chapter 10 • Teacher as Family Communication Facilitator Contributing
Author
3. Chapter 11 • Working With Families of Children With Exceptionalities
Contributing Authors
4. Chapter 12 • Teacher as a Family Resource and Advocate Contributing
Authors
5. Chapter 13 • Schoolwide Family Engagement Activities: Family Events, Family
Resource Centers, and Volunteer Programs Contributing Authors
7. Appendix A. Standards
8. Appendix B. National Association for the Education of Young Children Code of
Ethical Conduct
9. Appendix C. State Agencies for Reporting Child Abuse and Neglect
10. Appendix D. Individualized Education Program and Individualized Family Service
Plan Examples
11. Glossary
12. References
13. Index
14. About the Authors
15. About the Contributors

7
Detailed Contents
Preface
Acknowledgments
Section I • Understanding Family Engagement: Building a Knowledge Base for
Culturally Responsive Family Engagement
Chapter 1 • Family Engagement and the Responsive Educator
Preparing for Family Partnerships: Actualizing the Process
Forming Family Partnerships: Self-Assessment Activity
In the Classroom: A New School Year Begins
Benefits of Effective Family Engagement Practices
Benefits for Students
Benefits for Families
Benefits for Educators and Schools
Barriers to Authentic Family Engagement
School Barriers: Educators
Family Barriers: Individuals or Groups
School, District, or Community Barriers
Barriers for Culturally and Linguistically Diverse Families
Current Trends in Family Demographics
Configuration of Today’s American Families
Economic Status of Today’s American Families
Race and Ethnicity of Today’s American Families
Summary of Demographic Information
Culturally Responsive Family Engagement
Culturally Responsive Teaching
Ethical Practice
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 2 • Theories and Models for Family Engagement in Schools
Defining Family
In the Classroom: A Parent’s Perspective
Family Systems Conceptual Framework
Characteristics of a System
Ecological Systems Theory: Urie Bronfenbrenner
Family Empowerment Models: Carl Dunst
The Funds of Knowledge: Luis Moll
Family–School Partnerships Framework: Joyce Epstein

8
 Six Types of Involvement
School Development Program: James Comer
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 3 • Supporting Families as They Parent Today’s Children
In the Classroom: The First Meeting With a Parent
Stages of Parenthood
Infancy
Toddlerhood and the Preschool Years
The Elementary School Years
Parenting Styles
Authoritative Parenting
Authoritarian Parenting
Permissive or Indulgent Parenting
Permissive or Neglectful Parenting
Effects of Different Parenting Styles on a Child’s Behavior
Criticisms of Parenting Styles Research
Teacher Acceptance of Differing Parenting Styles
Family Support for All
Principles of Family Support in Schools
Principle 1: School Staff Work Together to Build Positive
Relationships With Families Based on Equality and Respect
Principle 2: Administrators, Principals, and Teachers Recognize
the Capacity of Families and Honor Their Role in Supporting the
Overall Growth and Development of All Family Members: Young
Children, Students, and Adults
Principle 3: School Staff Understand That Families Are Important
Resources to Design, Implement, and Evaluate Programs
Principle 4: Schools and Their Community Partners Understand
That Successful Family Involvement and Support Programs Must
Affirm and Strengthen Families’ Cultural, Racial, and Linguistic
Identities and Enhance Their Ability to Function in a
Multicultural Society
Principle 5: Schools Acknowledge Their Role in the Community
That They Serve and Recognize That School Programs That Are
Embedded in the Community Contribute to the Community-
Building Process
Principle 6: School-Based or School-Sponsored Initiatives for
Families Are Designed to Advocate With Families for Services and

9
 Systems That Are Fair, Responsive, and Accountable to the
Families and Students Served
Principle 7: School Staff Members Working With Families
Mobilize Both Formal and Informal Resources to Support Family
Development and Efficacy
Principle 8: School-Based or School-Sponsored Programs Are
Designed to Be Flexible and Continually Responsive to Emerging
Family and Community Issues
Principle 9: School Staff Ensure That the Principles of Family
Support Are Modeled by All Staff in Their Day-to-Day
Interactions With Families, in the Design of All Program
Activities, and in the District Policies That Govern School-Based
or Support Initiatives for Families
Parent Education Models
Parents as Teachers
Star Parenting
Systematic Training for Effective Parenting
Parent Effectiveness Training
Active Parenting
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Section II • Appreciating Families: Today’s Diverse Families
Chapter 4 • Structurally Diverse Families
Today’s American Families
In the Classroom: Grandparents Becoming Parents
Nuclear Family Settings
Suggestions for Working With Nuclear Families
Extended Family Settings
Suggestions for Working With Extended Families
Single-Parent Families
Suggestions for Working With Single-Parent Families
Suggestions for Working With Families Experiencing a Divorce
Blended Families
Suggestions for Working With Blended Families
Same-Sex Families
Suggestions for Working With Same-Sex Families
Grandparents and Other Kinship Roles
Suggestions for Working With Kinship Care Families
Multiracial Families

10
 Suggestions for Working With Multiracial Families
Adoptive Families
Suggestions for Working With Adoptive Families
Foster Families
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 5 • Culturally Diverse Families
What Is Culture?
In the Classroom: The Quiet Child
Key Concepts in the Idea of Culture
Similarities and Differences Among Culturally Diverse Families
Teachers’ Beliefs About Diverse Families
Linguistic Diversity in Families
Suggestions for Working With Linguistically Diverse Families
Growth of the Latino/a Population in the United States
Latino/a Stories
Promoting Resilience Among Latino/a Families
Working With Newly Immigrated Families
Suggestions for Working With Newly Immigrated Families
Diversity in Family Religious Practices
Suggestions for Working With Religiously Diverse Families
Developing a Classroom Cultural Audit
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 6 • Students of Families in Transition
Family Life Cycle: Normal Transitions
In the Classroom: Divorce and a 5-Year-Old
Moving
Be a Reflective Teacher
Scenarios Relating to Family Mobility
Characteristics of Difficult Family Transitions
Suggestions for Working With Students in Difficult Family
Transitions
Scenarios Relating to Difficult Family Transitions
Students in Families Undergoing Separation, Divorce, and Remarriage
Current Research on Divorce

11
 Scenarios Relating to Divorce
Suggestions for Working With Students in Families Undergoing
Separation, Divorce, or Remarriage
Death of a Parent or Family Member
Suggestions for Working With Students and the Death of a Parent
or Family Member
Scenarios Relating to the Death of a Parent or Family Member
Students With Parents in the Military
Suggestions for Working With Students With Parents in the
Military
Scenarios Relating to Military Families
Students With Parents in Prison
Suggestions for Students With Parents in Prison
Scenarios Relating to Students With Parents in Prison
Students in Foster Care
Suggestions for Working With Students in Foster Care
Scenarios Relating to Students in Foster Care
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 7 • Families Overcoming Obstacles
Families Living in Poverty
In the Classroom: Out of School Supplies
Suggestions for Working With Children and Families in Poverty
Students Experiencing Homelessness
Fast Facts: Demographics of Homelessness
Reasons for Homelessness
Suggestions for Working With Children and Families Who Are
Homeless
Families Affected by Violence
Suggestions for Teachers Working With Children and Families in
Violent Communities
Chronic Illness of a Family Member or Student
Parent Perspective: My Child Has a Chronic Health Condition.
What Do I Need to Tell the School?
Suggestions for Working With Families and Children Who Are
Chronically Ill
Working With Families Who Have Experienced Natural Disasters
Suggestions for Working With Children and Families Who Have
Experienced Natural Disasters

12
 Families and Children Under Stress: Risk and Resilience in the Face of
Trauma
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 8 • Families in Abusive Situations
Child Abuse and Neglect Statistics
In the Classroom: Sharing Crackers
Types of Child Abuse and Neglect
Physical Abuse
Sexual Abuse
Emotional or Psychological Abuse
Neglect
Substance Abuse, Child Abuse, and Neglect
Fetal Alcohol Syndrome and Drug-Affected Children
The Role of the Teacher in Reporting Child Abuse
Mandatory Reporting of Child Abuse: Working With Child Protective
Services
Facts on Teachers as Reporters
Working With Families in Abusive Situations
Domestic Violence, Families, and Schools
Statistics and Definitions
Children
Teachers and Schools
Immigrants
The Educator’s Role After Reporting Occurs
The Role of the School Administrator
Corporal Punishment in Schools
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Section III • Family Engagement: Putting Knowledge and Skills Into Action
Chapter 9 • Engaging Families in Their Children’s Learning at School and at
Home
In the Classroom: Homework and More Homework
Collaborating With Families on Academic Learning and Development
Barriers to Collaboration
Communicating With Families on Standards-Based Curriculum

13
 Common Core State Standards: What Parents Need to Know
Collaborating With Families on Classroom Behavioral Challenges
Classroom Volunteers
Variety of Roles for Volunteers
Homework and Home-Learning Activities
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 10 • Teacher as Family Communication Facilitator
In the Classroom: Spring Parent–Teacher Conferences
Print Communication
Special Considerations With Using Social Media as a Tool for
Communication
Suggestions for School Districts and Educators Using Social Media
Verbal Communication: Informal and Formal Conferences
Active Listening Behaviors
Planning for Formal Conferences
Alternatives in Conferencing With Families
Student Involvement
Group Conferences
Telephone Conferences
Virtual Conferences
Home Visits
Community and Workplace Conferences
Documentation of Communication
Communicating With Culturally and Linguistically Diverse Families
Barriers to Communication
Teacher Attitudes and Beliefs
Negative School Experiences of Families
Sharing Difficult Information
Hostile Families
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 11 • Working With Families ofChildren With Exceptionalities
Helping Families Adjust to Having a Child With Exceptional Needs
In the Classroom: Another Difficult Parent–Teacher Conference
Cultural Considerations in Working With Families of Children With

14
 Differing Abilities
Classroom Teachers’ Role in Special Education
Council for Exceptional Children Standards
Legislation Relating to the Education of Children With Exceptional
Needs
Components of the Individuals with Disabilities Education Act
Communicating With Families About Exceptional Needs
Families of Children With Autism Spectrum Disorder
Referral Process and Identification
Involving Families in the Individualized Education Program Process
Collaboration With Families of Young Children: Individual Family
Service Plans
Response to Intervention
Assistive Technology
Working With Families of Students Who Are Gifted and Talented
Summary
Reflection Questions
CR-Tech Connections
Websites
Student Study Site
Chapter 12 • Teacher as a Family Resource and Advocate
Asset-Based and Family-Centered Partnerships
In the Classroom: Setting Goals for Improvement
Home Visits
Advocacy for Children and Families: Strategies for Becoming Advocates
Case Advocacy
Class Advocacy
Barriers to Effective Advocacy
Community Resources for the Classroom and Families
Classroom Collaboration With Community Partners
Community Resources for Families
Families as Decision Makers and School Leaders
Developing Family Leaders
Parent Organization Leaders
Advisory Council Members
Resource Personnel to Support Families
Home–School Coordinator
School Social Workers
Paraprofessionals
Summary
Reflection Questions
CR-Tech Connections

15
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