Intermediary Organizations as Capacity Builders in Family Educational Involvement

Abstract

Although a substantial literature examines the outcomes of family involvement in education, and the family and school characteristics that support or deter such involvement, we know little about the role of national nonprofit intermediary organizations in family educational involvement. This article argues that intermediary organizations play a crucial role in capacity building for family involvement by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer. It examines the functions of intermediary organizations by using a framework of capacity building at the individual, organizational, and relational levels.

Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London

“…For some, TSOs -as not-for-profit organizations that operate on the margins of the public sector -may open up a 'window of opportunity' and bridge schools and families successfully (López, Kredier, and Coffman 2005). TSOs, sometimes referred as community or intermediary organizations, may disrupt institutionalized patterns of parent-teachers dynamics.…”

“…Secondly, in relation to capacity building, these organizations can become agents that improve the competences of both parents and teachers. They can provide parents with specialised services and practical information to overcome institutional barriers (Dywer and Modood 2006) and help schools develop a more welcoming climate or address deficit views towards poor and culturally diverse families (López, Kredier, and Coffman 2005). Finally, in terms of engagement, TSOs can bring to schools a better understanding of the culture of families and build the basis for active participation through the improvement of relationships among parents and between parents and teachers (Warren et al 2009).…”

Transforming Salvadoran parental behavior : determinants and obstacles

“…"Trust, understanding school system norms for parent participation, and access to channels of information-all of which supported enhanced relationships, social ties, and access to resources" (Bolívar & Chrispeels, 2011, p. 29) are key elements for creating an enabling environment for improved parental efficacy. Similarly, Lopez et al (2005) note that parents' sense of efficacy and subsequent levels of parental involvement is related to what he or she terms cultural capital (p. 81).…”

“…Lopez et al (2005) describe it as the combination of "parents' educational values, knowledge about schools, language and vocabulary skills, sense of comfort in relating to teachers as equals" (p. 81). In other words, the development of social or cultural capital is the process by which individuals, in this case, parents, develop a greater capacity to effectively and assertively interact with their surroundings because of a fuller understanding of formal and informal networks, channels for actions, and community expectations.…”

“…Significant "opportunity for capacity building lies in bridging the cultural differences between schools and the communities they serve" (Lopez et al, 2005, p. 83). Lopez et al (2005) highlight an activity named the "Right Question Project" (RQP) that strengthened parents' sense of efficacy in relating with schools through a broad strategy for interacting:…”