Building a Bridge between Schools and Families: Teachers' Perspectives of Family Engagement in Low-Income Areas on O'ahu

Abstract

Educational research has long recognized the importance of family-school partnerships in cultivating success for students. However, little is known about how in-service elementary educators perceive, prepare for, and engage in family engagement practices. Few researchers have addressed effective family engagement practices particularly targeting the specific needs of low-income families. This qualitative study examined teachers’ perspectives of family engagement. Individual interviews and surveys were conducted with 11 ethnically diverse teachers, who taught at public elementary schools serving low-income communities on the island of O‘ahu, Hawai‘i. Grounded theory analysis resulted in six themes: definition and importance of family engagement; teacher roles and beliefs; teacher preparation; considerations for lowincome and diverse immigrant families; school culture; and school resources and funding. Teachers described effective and ineffective strategies and practices that helped and inhibited their work with low-income families.