Where are the families?: Examining family engagement inequities using nationally representative data and path analysis.
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| Title: | Where are the families?: Examining family engagement inequities using nationally representative data and path analysis. |
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| Authors: | Hine, Megumi G. (AUTHOR) |
| Source: | Educational Review. Jul2025, Vol. 77 Issue 5, p1517-1544. 28p. |
| Subjects: | Family-school relationships, Path analysis (Statistics), Educational equalization, Social background, Race |
| Abstract: | Increasing family engagement in education is often seen as a potential pathway to promote greater educational equity in the United States. However, traditional and dominant models of family engagement often underrecognize the various ways in which minoritized families are involved in their children's lives. This study uses data from the Early Childhood Longitudinal Studies Kindergarten Class of 2010–2011 (ECLS-K:2011) and path analysis to examine the relationships between family background characteristics (race/ethnicity and socioeconomic status), barriers to family engagement, and family engagement. The results suggest that racially minoritized families report more collective school-based and home-based family engagement practices compared to white families. At the same time, Hispanic families and families of other non-white races report more barriers compared to white families; barriers are also related to less school-based family engagement. These findings highlight how dominant family engagement practices may exclude minoritized families. Addressing these systemic barriers is crucial for greater equity in family engagement and education. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Increasing family engagement in education is often seen as a potential pathway to promote greater educational equity in the United States. However, traditional and dominant models of family engagement often underrecognize the various ways in which minoritized families are involved in their children's lives. This study uses data from the Early Childhood Longitudinal Studies Kindergarten Class of 2010–2011 (ECLS-K:2011) and path analysis to examine the relationships between family background characteristics (race/ethnicity and socioeconomic status), barriers to family engagement, and family engagement. The results suggest that racially minoritized families report more collective school-based and home-based family engagement practices compared to white families. At the same time, Hispanic families and families of other non-white races report more barriers compared to white families; barriers are also related to less school-based family engagement. These findings highlight how dominant family engagement practices may exclude minoritized families. Addressing these systemic barriers is crucial for greater equity in family engagement and education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2025.2470708 |
