Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies

Over the past century in the U.S., stronger parental involvement in children's education has been encouraged and, more recently, codified into state teaching standards. Despite this, fully engaging parents as equal and respected partners has remained elusive. The quest seems particularly perplexing when attempting to enhance participation of immigrant parents who are emergent bi/multilingual learners (EBLs). To foster their enhanced engagement, strong collaborative partnerships among families, schools, and communities are essential. One way of doing so is by first reflecting on any existing institutionalized barriers or internalized biases that could be thwarting fuller participation, then creating school- and community-based activities where school personnel, immigrant families, and other families in the community can come together, work collaboratively, and share resources, capital, and cultural wealth. In addition to sharing resources in mutually beneficial ways, the goal of these collaborations is to promote trust, understanding, and empathy by getting to know one another on a personal level. This essay is grounded in Epstein's theory of overlapping spheres of influence (1995) and the Community Cultural Wealth Model (Yosso, 2006) and proposes a variety of collaborative endeavors--from professional development events for school personnel to intergenerational bilingual classes to community fairs in the schools--to build relationships and engage immigrant parents with the public schools. Modifying the proposed activities due to the COVID-19 pandemic and its impact is also addressed.