Barriers, Resources, Frustrations, and Empathy: Teachers’ Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms

Jul 15, 2026

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Family involvement in education is widely established, but teachers’ understandings of family involvement for urban English Language Learner (ELL) students in STEM classrooms remain underexplored. Using an ethnographic approach, the study examines middle school STEM educators’ perspectives on engaging Spanish-speaking ELL families. Findings show educators identify barriers while expecting more communication and homework support, with one educator’s practices contradicting the prevailing patterns. Recommendations target P-12 policy and teacher education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

Abstract

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Background and Research Questions

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Theoretical Framework

Barriers, Resources, Frustrations, and Empathy: Teachers’Expectations for Family Involvement for Latino/a ELL Students in Urban STEM Classrooms Urban Education 1–22 © The Author(s) 2015 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0042085915602539](DOI: 10.1177/0042085915602539)[ ](DOI: 10.1177/0042085915602539)[uex.sagepub.com](uex.sagepub.com) Beth A. Wassell 1, Maria Fernandez Hawrylak2, and Kathryn Scantlebury3 Abstract The importance of family involvement in education is well documented, yet no studies have explored teachers’ conceptualization of family involvement for urban English Language Learner (ELL) students in science, technology, engineering, and mathematics (STEM) classrooms. We used an ethnographic approach to investigate middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students. The analysis revealed that the participants recognized barriers to involvement for families of ELL students, yet maintained that families should communicate more and help with homework. One participant’s practices and expectations served as a contradiction to these patterns. Implications and recommendations for P-12 school policy and teacher education are emphasized. 1 Rowan University, Glassboro, NJ, USA 2University of Burgos, Spain 3University of Delaware, Newark, USA Corresponding Author: Beth A. Wassell, Department of Language, Literacy and Sociocultural Education, Rowan University, 201 Mullica Hill Road, James Hall, Glassboro, NJ 08028, USA. [Email: wassell@rowan.edu](Email: wassell@rowan.edu) Downloaded from [uex.sagepub.com](uex.sagepub.com) at WEST VIRGINA UNIV on June 4, 2016 Keywords Parental involvement, ELL, Hispanic students, urban education, teacher education The importance of general family involvement1 in education in the United States has been well documented in the literature (e.g., Fan & Chen, 2001; Flouri & Buchanan, 2004; Jeynes, 2007; Pomerantz, Moorman, & Litwack, 2007). A few studies have examined the more specific issues related to family involvement for particular content areas or grade levels; for example, researchers have suggested connections between family involvement and students’science and mathematics achievement (Olatoye & Agbatogun, 2009) as well as family involvement and middle school achievement (Hill & Tyson, 2009). In addition, families can serve as an important source for supporting students’aspirations toward and future participation in science, technology, engineering, and mathematics (STEM) careers (Archer et al., 2012). However, the complexity around family involvement has encouraged a “gap between rhetoric and reality,” or a disparity between what researchers suggest and the ways diverse families actually engage in their children’s schooling (Hornby & Lafaele, 2011, p. 37). For example, complex issues have been raised related to school involvement for families of English Language Learner (ELL) students, defined as students in U.S. schools who demonstrate differing levels of English language proficiency. Practices, programs, and policies that encourage the involvement of ELL students’ families in schools are often laden with deficit views of the families themselves or define involvement narrowly, in terms of the needs of the school (Arias & Morillo-Campbell, 2008). Schools also neglect to account for the beliefs, values, and practices of diverse families (Valdés, 1996). Collectively, these findings related to family involvement for ELL students in STEM fostered our curiosity about the perceptions of the educators as an important part of the equation, particularly the educators who have a stake in students’STEM education. What are urban educators’ expectations for the families of their ELL students? In this study, we sought to understand urban charter middle school STEM educators’ perspectives on family involvement,

FAQs

What research gap does the study address?

The study addresses the lack of research on how teachers conceptualize family involvement specifically for urban ELL students in science, technology, engineering, and mathematics (STEM) classrooms.

What methodology did the researchers use?

The researchers used an ethnographic approach to examine middle school STEM educators’ perspectives on family involvement for Spanish-speaking ELL students.

What expectations did teachers express regarding family involvement?

Participants recognized barriers to involvement but generally expected families to communicate more and assist with homework.

Jul 15, 2026

Upload by Himbo