Traditional methods of family engagement within schools (e.g., parent - teacher associations, volunteering in classrooms, sending written communication home in backpacks) often are not successful at engaging families
from nondominant cultures.
Families
from nondominant cultures are more likely to have a lower socioeconomic status, which can create additional barriers to engagement with the school, such as limited time to engage in their children's education and the inability to pay items or fees that schools may consider nominal.
With an intention to respectfully but intentionally disrupt long - standing assumptions of goals and approaches, this session purposefully prioritizes the perspectives of established scholars
from nondominant populations.