The purpose of this study was to understand how teachers reproduce and eventually resist middle-class, White, dominant narratives of family involvement so they can better engage with all students and families. This study occurred in an elementary school setting during a semester-long afterschool professional development course with nine elementary…

Many classroom teachers across the United States feel unprepared to work with students and families who speak limited or no English. Knowing that schools are accountable for the achievement results of these students, teachers increasingly seek help. This article describes a professional development project designed to introduce K-12 teachers to…