Family-school partnerships have been shown to have positive effects on students’ overall performance in school. However, in many instances schools have not used partnerships effectively to support literacy learning, particularly for Black families. Teacher bias, negative perceptions, and lack of cultural responsiveness hinder teachers’ effort to build meaningful relationships with Black families to best support family literacy. This qualitative study aimed to examine family-school partnerships through the experiences of school principals, teachers, and Black families to gain insight into the factors that impact collaborative relationships and family literacy support. This study is framed in critical race theory, the theory of overlapping spheres of influence and the dual-capacity building framework for family-school partnerships. Through a case study approach, the data collected through interviews, observations, a parent survey, and relevant documents uncovered key understandings of the dynamics of family-school partnerships and family literacy efforts in a Title I school. The significant findings of this research indicated that: teachers established a foundation for good relationships with most families, Black parents had more favorable perceptions of their partnerships with teachers compared to teachers' perceptions of partnerships with parents, there was a notable lack of cultural responsiveness from teachers towards students and Black families, the school demonstrated limited support for family literacy, and school leaders gave minimal support for family engagement initiatives and family-school partnerships. This study revealed the important role school principals play in adopting systematic structures for family engagement to build capacity for all stakeholders.
","abstract_html":"<p>Family-school partnerships have been shown to have positive effects on students’ overall performance in school. However, in many instances schools have not used partnerships effectively to support literacy learning, particularly for Black families. Teacher bias, negative perceptions, and lack of cultural responsiveness hinder teachers’ effort to build meaningful relationships with Black families to best support family literacy. This qualitative study aimed to examine family-school partnerships through the experiences of school principals, teachers, and Black families to gain insight into the factors that impact collaborative relationships and family literacy support. This study is framed in critical race theory, the theory of overlapping spheres of influence and the dual-capacity building framework for family-school partnerships. Through a case study approach, the data collected through interviews, observations, a parent survey, and relevant documents uncovered key understandings of the dynamics of family-school partnerships and family literacy efforts in a Title I school. The significant findings of this research indicated that: teachers established a foundation for good relationships with most families, Black parents had more favorable perceptions of their partnerships with teachers compared to teachers' perceptions of partnerships with parents, there was a notable lack of cultural responsiveness from teachers towards students and Black families, the school demonstrated limited support for family literacy, and school leaders gave minimal support for family engagement initiatives and family-school partnerships. This study revealed the important role school principals play in adopting systematic structures for family engagement to build capacity for all stakeholders.</p>","abstract_has_math":false,"creators":["Calvin, Kwtay"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading and Language","degree_department":null,"school":null,"contributors":["Sophie Degener","Blanca Gamez-Djokic","Ruth Quiroa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Family engagement","Parental involvement","Parent trust","Black families","Culturally responsive","Literacy development","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/995","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sophie Degener","Blanca Gamez-Djokic","Ruth Quiroa"]},{"key":"dc:creator","label":"Author","values":["Calvin, Kwtay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading and Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Family engagement","Parental involvement","Parent trust","Black families","Culturally responsive","Literacy development","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/995"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Family-school partnerships have been shown to have positive effects on students’ overall performance in school. However, in many instances schools have not used partnerships effectively to support literacy learning, particularly for Black families. Teacher bias, negative perceptions, and lack of cultural responsiveness hinder teachers’ effort to build meaningful relationships with Black families to best support family literacy. This qualitative study aimed to examine family-school partnerships through the experiences of school principals, teachers, and Black families to gain insight into the factors that impact collaborative relationships and family literacy support. This study is framed in critical race theory, the theory of overlapping spheres of influence and the dual-capacity building framework for family-school partnerships. Through a case study approach, the data collected through interviews, observations, a parent survey, and relevant documents uncovered key understandings of the dynamics of family-school partnerships and family literacy efforts in a Title I school. The significant findings of this research indicated that: teachers established a foundation for good relationships with most families, Black parents had more favorable perceptions of their partnerships with teachers compared to teachers' perceptions of partnerships with parents, there was a notable lack of cultural responsiveness from teachers towards students and Black families, the school demonstrated limited support for family literacy, and school leaders gave minimal support for family engagement initiatives and family-school partnerships. This study revealed the important role school principals play in adopting systematic structures for family engagement to build capacity for all stakeholders.
"]},{"key":"dc:title","label":"Title","values":["PERCEPTION MATTERS: A CASE STUDY EXPLORING HOW BELIEF SYSTEMS AFFECT FAMILY-SCHOOL PARTNERSHIPS AND FAMILY LITERACY INITIATIVES IN A TITLE I SCHOOL"]}]}],"canonical_facts":{"dc:contributor":["Sophie Degener","Blanca Gamez-Djokic","Ruth Quiroa"],"dc:creator":["Calvin, Kwtay"],"dc:date.available":["2026-06-25T07:00:00Z"],"dc:description.abstract":["Family-school partnerships have been shown to have positive effects on students’ overall performance in school. However, in many instances schools have not used partnerships effectively to support literacy learning, particularly for Black families. Teacher bias, negative perceptions, and lack of cultural responsiveness hinder teachers’ effort to build meaningful relationships with Black families to best support family literacy. This qualitative study aimed to examine family-school partnerships through the experiences of school principals, teachers, and Black families to gain insight into the factors that impact collaborative relationships and family literacy support. This study is framed in critical race theory, the theory of overlapping spheres of influence and the dual-capacity building framework for family-school partnerships. Through a case study approach, the data collected through interviews, observations, a parent survey, and relevant documents uncovered key understandings of the dynamics of family-school partnerships and family literacy efforts in a Title I school. The significant findings of this research indicated that: teachers established a foundation for good relationships with most families, Black parents had more favorable perceptions of their partnerships with teachers compared to teachers' perceptions of partnerships with parents, there was a notable lack of cultural responsiveness from teachers towards students and Black families, the school demonstrated limited support for family literacy, and school leaders gave minimal support for family engagement initiatives and family-school partnerships. This study revealed the important role school principals play in adopting systematic structures for family engagement to build capacity for all stakeholders.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/995"],"dc:subject":["Family engagement","Parental involvement","Parent trust","Black families","Culturally responsive","Literacy development","Elementary Education","Language and Literacy Education"],"dc:title":["PERCEPTION MATTERS: A CASE STUDY EXPLORING HOW BELIEF SYSTEMS AFFECT FAMILY-SCHOOL PARTNERSHIPS AND FAMILY LITERACY INITIATIVES IN A TITLE I SCHOOL"],"thesis:degree_discipline":["Reading and Language"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}