The aim of this essay is to reflect on an alternative pedagogical model, family workshops, and see how they can serve as an unconventional approach to family engagement, as well as provide a practical recount of the work developed by the LISELL-B Project. This alternative and innovative model may serve as a practical guide for educators,…

Traditionally pre-service teachers are undersupported as they develop culturally sustaining family engagement strategies through teacher preparation programming. As COVID-19 forced teachers, and in turn student teachers, to teach virtually, we explored how this setting affects student teacher access to students' home lives and families and impacts…

Each year, only 60% of high school graduates in Washington transition to postsecondary education within one year. Family engagement is a critical part of the college search and transition process. Families are often involved in campus visits, financial planning, and the shifting of norms and responsibilities when a student begins their higher…

The purpose of my phenomenological qualitative study was to understand the impact of family involvement and engagement on the persistence of first-generation Latinx students at a Hispanic-Serving Institution (HSI) designated university. Grounded in Yosso's (2005) community cultural wealth (CCW) model, I explored the ways CCW assets learned from…

This chapter provides insights on the community college transfer experiences of Latino men. In particular, we conceptualize how Latino men navigate different spaces (intellectual, emotional, geographical) with the support of family members.

The purpose of this study was to examine the role of family in the educational success of diverse Black college students. We offer a more nuanced examination of how Black families influence academic achievement and college going by disaggregating Black college student data by nativity and immigrant generation. Our findings demonstrate how Black…

In this study, I examined ways in which Black undergraduate students perceive student success and how those perceptions are influenced by institutional power structures. In historically and predominantly white institutions, the structural conditions of anti-Blackness are endemic to the college experience and can influence how students perceive…

In the aftermath of the COVID-19 upheaval, special education professionals grapple with a seismic surge in student behavioral issues. The challenges are formidable, and the interventions available often fall short of making a meaningful impact. "Best Practices for Behavior Intervention in Special Education" steps in to assist the urgent…

Pursuing a college degree--and the open future for young adults it is believed to secure--anchors what it means to be middle class in the United States today. Acting on the conviction that the rising generation can and should do better than their parents is a middle-class inheritance, and getting young adults to and through college is at the heart…

When teachers develop strong and effective partnerships with families, children experience significant benefits (see for example, Anthony, Williams, Zhang, Landry, & Dunkelberger, 2014; Fan & Chen, 2001; Henderson & Mapp, 2002; Jeynes, 2007; Weiss, Lopez, & Rosenberg, 2010). However, collaborating with families remains an area in…

The Rural and Diverse Student Scholars Program at George Mason University is a strategic initiative to recruit and retain rural and diverse Virginia students in STEM majors. A grant facilitated a partnership between an academic college and the Office of Admissions, enabling new recruiting methods to be tested. In this article we describe these…

College-based transition services are a model of transition services offered in college or university settings for students with intellectual and developmental disabilities (IDD) who receive transition services after age 18. This method of transition service has existed in some form for over three decades. However, little guidance is available on…

Background: It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification…

This qualitative study discusses a phenomenological inquiry approach utilizing semi-structured interviews to understand how ten full-time Native American students experienced their sense of belonging at a rural community college. There are very few studies providing in-depth perspective on sense of belonging of Native American students attending a…

Due to the highly stratified nature of American higher education, student outcomes vary widely by institutional type. Therefore, the college decision-making process merits close examination to understand how students select an institution that will shape their collegiate experiences and post-college opportunities. However, South Asian American…