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Selected Papers from the 21st Roundtable of the International Network...
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Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Family Studies".

Deadline for manuscript submissions: closed (28 February 2025) | Viewed by 4210

Special Issue Editors

Prof. Dr. Joyce L. Epstein

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Guest Editor
Professor, Center on School, Family, and Community Partnerships, School of Education, Johns Hopkins University, Baltimore, MD 21218, USA
Interests: school, family, and community partnerships; education policy; homework; K-12 education; inequality; child development; student learning; absenteeism; family and community engagement; district leadership on partnerships; preservice and inservice teacher education on family and community engagement
Dr. Yolanda Abel

E-Mail Website
Guest Editor
Associate Professor, Department of Advanced Studies in Education, School of Education, Johns Hopkins University, Baltimore, MD 21218, USA
Interests: family engagement; culturally and linguistically diverse students; community involvement; school, family, community partnerships; multicultural education
Dr. Steven Sheldon

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Guest Editor
Associate Professor, Center on School, Family, and Community Partnerships, School of Education, Johns Hopkins University, Baltimore, MD 21218, USA
Interests: family engagement; school, family, and community partnerships; principal leadership; program evaluation; student attendance; parental/family perceptions
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleague,

In April 2024, the International Network (INET) on School, Family, and Community Partnerships conducted its 21st Roundtable in Philadelphia. Researchers from nine countries (i.e., Brazil, Canada, Chile, China, Colombia, Hungary, Ireland, and Mexico, as well as from 21 states and the District of Columbia in the USA) both presented their studies on many aspects of school, family, and community partnerships and discussed the results.

The INET meets every other year at the start of the annual meeting of the American Educational Research Association (AERA). It presents new studies using quantitative and qualitative methods, with special attention paid to the results of family and community engagement for students and families, as well as for improving schools.

The studies in this Special Issue of Social Sciences address the major themes of the INET meeting, listed as follows:

  • Toward greater equity in partnerships;
  • Student, parent, and teacher voices on family engagement;
  • Follow up: COVID-19’s effects on family engagement;
  • Preservice and inservice education on partnerships;
  • Partnership program organization, implementation, and measurement.

Social scientists in education, sociology, and psychology reported studies using original and secondary datasets. They conducted quantitative, qualitative, and mixed-methods analyses. The researchers explored student, family, teacher, administrator, and community participation in family and community engagement activities in order to understand both the processes of program development and the results for all partners in education.

Prof. Dr. Joyce L. Epstein
Dr. Yolanda Abel
Dr. Steven Sheldon
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • parent involvement
  • leadership for partnership programs
  • home and school collaboration
  • student roles and results of family engagement
  • parent roles and results of family engagement
  • teacher education (preservice/inservice) in family engagement
  • school programs of family and community engagement

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Published Papers (9 papers)

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Research

19 pages, 790 KiB  
Article
Renegotiating Borders Between Home and School During Pandemic Times: The Experiences of Rural Vermont Public Elementary Educators
by Rachel Glickman and Kristin Labs
Soc. Sci. 2025, 14(5), 271; https://doi.org/10.3390/socsci14050271 - 28 Apr 2025
Viewed by 33
Abstract
This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process [...] Read more.
This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators’ experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators’ time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
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20 pages, 292 KiB  
Article
Transfronterizx Family, Their Children, and U.S. Educators in Border Communities
by Sobeida Velázquez
Soc. Sci. 2025, 14(5), 263; https://doi.org/10.3390/socsci14050263 - 24 Apr 2025
Viewed by 222
Abstract
Transfronterizx students and their families cross the U.S.–Mexico border daily for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools. Educators of transfronterizx students [...] Read more.
Transfronterizx students and their families cross the U.S.–Mexico border daily for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. This qualitative study aimed to understand the experiences of transfronterizx public school students, families, and educators of transfronterizx to understand the impact of transfronterizx students on strategies that support and foster effective family engagement. Findings include district and school policies that validate the experiences of people of color; transfronterizx community cultural wealth, including endurance and sacrifice wealth; and educators’ commitment to social justice through humanizing practices. Key themes include the following: fear is endemic among transfronterizx; the intersectionality of the global north and south shapes their experiences and interactions with the educational and sociopolitical systems. Lastly, I delineate recommendations for future research on the multilevel systems that impact transfronterizx. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
11 pages, 199 KiB  
Article
Development and Test of a Summer Family Involvement Questionnaire
by Laura Nathans and Smita Guha
Soc. Sci. 2025, 14(4), 249; https://doi.org/10.3390/socsci14040249 - 21 Apr 2025
Viewed by 123
Abstract
This study reports the development and initial test of the first measure of summer family involvement—the Summer Family Involvement Questionnaire. Items for the questionnaire were developed to reflect each of Epstein’s six types of parental involvement. Data were collected to test the usefulness [...] Read more.
This study reports the development and initial test of the first measure of summer family involvement—the Summer Family Involvement Questionnaire. Items for the questionnaire were developed to reflect each of Epstein’s six types of parental involvement. Data were collected to test the usefulness of the questionnaire from 55 parents at a school-based summer enrichment program for students in the Northeast, U.S. The responses indicated that parents prioritized summer learning and provided a space in the home for children’s summer learning activities. They also suggested that parents focused mainly on their children’s summer reading activities. The findings support the usefulness of the questionnaire as a measure of family engagement during the summer months. Future research will be needed with larger and more diverse samples to permit more rigorous data analyses, including factor analysis to identify subscales and stronger measures of reliability and validity on the importantmeasure of family engagement during the summer months of a school year. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
19 pages, 655 KiB  
Article
Navigating the Disproportionate Impact of COVID-19 in Community Schools
by Megumi G. Hine, Steven B. Sheldon and Yolanda Abel
Soc. Sci. 2025, 14(4), 223; https://doi.org/10.3390/socsci14040223 - 3 Apr 2025
Viewed by 299
Abstract
The COVID-19 pandemic created major disruptions in schooling and education. This exploratory study examines state-standardized test scores in traditional and community schools between 2019 and 2023, and qualitative data from a large urban school district located on the East Coast of the United [...] Read more.
The COVID-19 pandemic created major disruptions in schooling and education. This exploratory study examines state-standardized test scores in traditional and community schools between 2019 and 2023, and qualitative data from a large urban school district located on the East Coast of the United States. The findings indicate declines in test scores for all students in both English Language Arts (ELA) and mathematics. The 11 schools implementing a community school strategy reported slightly smaller declines than traditional schools in both ELA and math. Qualitative analysis reveals that community schools were able to pivot quickly to support student and family needs during the pandemic, which may have helped mitigate some of the negative impact of the COVID-19 learning disruptions. This exploratory study points to the potential of the community school strategy in providing holistic supports to alleviate some of the challenges associated with historically underinvested communities, and their responsiveness in times of crisis. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
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16 pages, 262 KiB  
Article
“The Parents Were Brilliant!” Engaging Parents in STEM Learning: Insights from Preservice Teachers’ Field Experience
by Sandra Ryan, Eleanor Walsh and Maeve Liston
Soc. Sci. 2025, 14(4), 215; https://doi.org/10.3390/socsci14040215 - 28 Mar 2025
Viewed by 1137
Abstract
This study describes a field-based experience in parent engagement with preservice teachers, children, parents, and teachers in three Irish elementary schools, focused on a STEM education program, Science for Fun. Preservice teachers were enrolled in a parent engagement college course. The Science for [...] Read more.
This study describes a field-based experience in parent engagement with preservice teachers, children, parents, and teachers in three Irish elementary schools, focused on a STEM education program, Science for Fun. Preservice teachers were enrolled in a parent engagement college course. The Science for Fun program provided space and time for preservice teachers, parents and children to explore basic scientific concepts in a supportive and inclusive context and involved the co-delivery of two hands-on science workshops between preservice teachers and parents in the school environment. The science activities were designed to enhance children’s investigatory, problem solving, and critical thinking skills aligned with the curriculum for their age group. Participating schools had high levels of socioeconomic disadvantage and large numbers of families from the Irish Travelling community Therefore, the program aimed to inspire children and their parents to engage in science and to contribute, in some way, to the development of their science capital. Data were gathered from preservice teachers through structured reflective questionnaires after each Science for Fun workshop. They reported positive experiences in changing attitudes, overcoming fears, learning about challenges and developing communication skills for working with parents. They also reinforced their overall awareness and openness to their role as teachers of engaging parents in their future careers, as well as the central role that parents play in their children’s learning and valuable insights that parents contribute. Participants reported learning how to organize and structure parent engagement in the classroom and that parents are a diverse group who have varying strengths and fears about partnership with schools. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
18 pages, 393 KiB  
Article
Exploring How Educators Perceive Enacting Asset-Based Family Engagement
by Marliese R. Peltier, Patricia A. Edwards, Jacquelyn Sweeney, Heather L. Reichmuth, Kristen L. White, Darreth R. Rice and Ann Castle
Soc. Sci. 2025, 14(4), 191; https://doi.org/10.3390/socsci14040191 - 22 Mar 2025
Viewed by 307
Abstract
Despite widespread acknowledgement of the importance of family engagement in supporting children’s academic and social success, many educators feel underprepared to establish meaningful connections with families. Research reveals that many educators perceive family engagement through a narrow lens, expecting families to participate in [...] Read more.
Despite widespread acknowledgement of the importance of family engagement in supporting children’s academic and social success, many educators feel underprepared to establish meaningful connections with families. Research reveals that many educators perceive family engagement through a narrow lens, expecting families to participate in school-directed activities that may alienate families from marginalized backgrounds. This design-based study examined how participation in a virtual professional development course might serve as a space for educators to (re)consider how they engage with families. Pre-and post-questionnaires from 34 educators assessed changes in their perceived frequency of and methods for family engagement. Participants used Likert scale items to report how frequently they enacted asset-based family engagement before and after participating in the professional development. Educators’ open-ended responses provided additional insights into their perceptions of family engagement. Findings indicate that participants perceived increased frequency and use of asset-based approaches following the professional development. Additionally, participants shifted how they described the roles and responsibilities of families and staff regarding engagement. These findings underscore the potential benefits of virtual professional development in bridging gaps in educators’ understanding. Practical applications of our findings include adapting the pre- and post-questionnaires into a tool that educators can use to self-assess their development towards using asset-based family engagement approaches. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
16 pages, 235 KiB  
Article
Outcomes of a Virtual Community of Practice with Community Navigators Aimed at Fostering Family–School–Community Partnerships
by Savannah Hobbs, Rashida Banerjee, Gloria E. Miller, Lydia Dumam, Rachel Kamnkhwani, Grace C. Ilori and Clara Cuthbert
Soc. Sci. 2025, 14(3), 162; https://doi.org/10.3390/socsci14030162 - 6 Mar 2025
Viewed by 542
Abstract
Community navigators (CNs) play critical roles in fostering consultancy between school professionals and newcomer families in the United States. The overarching goal of this project was to enhance CNs’ capability to facilitate collaboration and create an impact in the communities they serve. To [...] Read more.
Community navigators (CNs) play critical roles in fostering consultancy between school professionals and newcomer families in the United States. The overarching goal of this project was to enhance CNs’ capability to facilitate collaboration and create an impact in the communities they serve. To meet this goal, we created the Leading in Newcomer Communities and Schools program to establish a community of practice through the evidence-based, virtual knowledge-sharing ECHO platform. In total, 18 CNs participated in a 10-session ECHO series designed to enhance CNs’ capability by (1) improving knowledge of education policies and laws; (2) enhancing awareness of education resources; (3) increasing self-efficacy; and (4) building skills to promote school and community collaboration. Electronic pre- and post-surveys were collected to assess CN’s learning outcomes, and data were analyzed using descriptive and frequency analyses as well as Wilcoxon Signed-Rank non-parametric tests. Qualitative feedback was collected from post-session feedback and a post-program focus group and analyzed using a deductive content analysis approach. Overall, participants reported greater capability and confidence for consultancy between families and school professionals and high satisfaction with the program. Similar approaches can help transform family, school, and community partnerships into culturally responsive home–school–community policies and practices. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
16 pages, 233 KiB  
Article
Parent Perceptions of Inclusion in the Development of District Community Schools
by Kristin Vogel-Campbell
Soc. Sci. 2025, 14(3), 127; https://doi.org/10.3390/socsci14030127 - 21 Feb 2025
Viewed by 656
Abstract
During the 2023–2024 school year, a school district in Northern California was in its second year of implementing community schools at five elementary sites. District leadership strived to better understand families’ views and definitions of inclusion. Twelve listening sessions were held with target [...] Read more.
During the 2023–2024 school year, a school district in Northern California was in its second year of implementing community schools at five elementary sites. District leadership strived to better understand families’ views and definitions of inclusion. Twelve listening sessions were held with target schools’ parents, families, and caregivers. Participants in the sessions emphasized that inclusion should be a mutual, universal process that fosters a sense of belonging. Concerns were expressed about how students in Special Day classes are excluded from their general education peers, with a call for increased inclusion in general education. Positive experiences included after-school programs, language representation, and awareness initiatives. The observed benefits of inclusion ranged from increased community engagement and positive updates to a joyful environment, academic and social development, enhanced parental involvement, confidence, and the promotion of understanding and empathy. Identified challenges included class size concerns, lowered expectations in Special Day classes, language barriers, funding disparities, and insufficient training for staff working with students with disabilities. Recommendations for improving inclusive practices involved providing enhanced parent information, advocating for smaller class sizes, ensuring highly trained paraprofessionals, and ongoing professional development on inclusion and Universal Design for Learning. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
19 pages, 339 KiB  
Article
Mission Possible? Institutional Family-School-Community Partnership Practices and Parental Involvement in Hungarian Majority and Minority Schools in Three Central and Eastern European Countries
by Gabriella Pusztai, Katinka Bacskai, Tímea Ceglédi, Zsófia Kocsis and Megumi G. Hine
Soc. Sci. 2025, 14(2), 107; https://doi.org/10.3390/socsci14020107 - 13 Feb 2025
Viewed by 999
Abstract
Decades of research suggest that higher levels of parental education are related to more active and effective parental involvement (PI) practices. At the same time, schools’ policies and practices facilitate family-school-community partnerships (FSCPs) to support students in attaining successful outcomes. However, it is [...] Read more.
Decades of research suggest that higher levels of parental education are related to more active and effective parental involvement (PI) practices. At the same time, schools’ policies and practices facilitate family-school-community partnerships (FSCPs) to support students in attaining successful outcomes. However, it is unclear which school policies are effective in equitably involving parents with lower educational attainment. This study aims to examine the relationships between different types of FSCP practices of Hungarian majority and minority schools in Central and Eastern Europe (CEE) and create more equitable experiences for parents with lower educational attainment. We formulated the following hypotheses: H1. Higher levels of parental education relate to more active home-based and school-based parental involvement. H2. Parent educational attainment relates to parents’ perceptions of FSCP practices. H3. Parents’ perceptions of FSCP have a stronger relationship to PI than individual student and parent characteristics. The study included parents of Hungarian primary and middle school students in three CEE countries (N = 1002). Our findings suggest that parents with lower educational attainment perceive community development policies and special support as more significant compared to parents with higher educational attainment. Moreover, parents’ perceptions of FSCP practices have a stronger relationship to PI than individual factors. To create a more equitable experience for families, it is proposed that demand-driven practices be developed in schools. Full article
(This article belongs to the Special Issue Selected Papers from the 21st Roundtable of the International Network (INET) on School, Family, and Community Partnerships)
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