Home-School Partnerships with Culturally Diverse Families

Abstract

Race reporting for the Asian population by selected categories: 2010 census summary file 1. Retrieved from www.census.gov/faces/ tableservices/jsf/pages/productview.xhtml?pidϭDEC_10_SF1_QTP8& prodTypeϭtable2010 Vazquez-Nuttall, E., Li, C., & Kaplan, J. P. (2006). Home-school partnerships with culturally diverse families: Challenges and solutions for school personnel [Special issue].

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families

“…Given the central role of culture in defining the ways in which parents are involved in their children’s education, researchers have highlighted the potential importance of acculturation in the study of parent involvement in immigrant families (Turney & Kao, 2009; Vazquez-Nuttall, Li, & Kaplan, 2006; Waters, 2004). Acculturation refers to the adaptation to mainstream culture (e.g., U.S. American) and enculturation is the parallel construct that refers to the maintenance of a culture of origin (e.g., Dominican, Jamaican).…”

Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder

“…76 A partnership approach, such as CBC (described above), greatly facilitates the adoption of culturally sensitive interventions because the parent, who is given equal standing in the relationship with school personnel, can contribute to the development of interventions that are congruent with their expectations about treatment and school goals. 68,69,76 The use of school-home partnerships is not common outside demonstration projects and few behavioral health staff have been trained in the use of CBC. However, this and other promising models of service delivery could be deployed more widely in school settings to great positive effect with the aid of expert consultants.…”

School Consultants as Agents of Social Justice for Multicultural Children and Families

“…The systemic strategies developed from an ecological approach to address similar issues with other CLD parents (Vazquez-Nuttall, Li, & Kaplan, 2006) are applicable to Lingling's case. Consultants may recommend the following: (a) staff development to increase cultural competency in working with the student who is CLD; (b) learning about the Chinese culture through research and contact with Chinese children and parents through events such as gatherings on topics of interest to parents, breakfasts, and multicultural fairs; (c) providing English classes for parents and Chinese language classes for children and school personnel; (d) including Chinese history and culture, ethnic storytelling and writing in the general education curriculum and in bilingual classes to bridge the cultural gap; (e) providing workshops and booklets on living in two cultures and cross-cultural parenting; (f ) helping CLD parents form support groups; and (g) offering workshops on American educational systems and legal issues, such as parents rights associated with IDEA (2004).…”