Rasmussen/Sanderson NABE 2012
Working with Native American and other Multicultural Communities: Effective Strategies for Parental Engagement and Community Involvement
Resources for Involving Families of Multicultural Students in Today’s Classrooms
Mari Rasmussen
Wendy Sanderson
NABE 2012
Dallas, Texas
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Rasmussen/Sanderson NABE 2012
Table of Contents
Rating your SchoolSurvey...... 2
Sanderson Research Study ...... 3
Resources on Educational Initiatives...... 4
Resources on Parental Involvement...... 5
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Rasmussen/Sanderson NABE 2012
How “Family Friendly” is Your School for Multicultural Parents and Family Members?* / Yes / Some-what / No1 / Extra efforts are made to welcome families from all backgrounds.
2 / The school’s parent activities and groups include members of multicultural groups.
3 / Multicultural parents are involved in the planning of student events and activities.
4 / School “signage” is in different languages.
5 / Interpreters are available for parents who speak non-English languages.
6 / School documents are available in other languages.
7 / Written communication, such as report cards are translated for parents who need it.
8 / The school lunch program allows for diverse food choices; do students have options?
9 / The school calendar accommodates different festivals and cultural traditions.
10 / The school curriculum reflects the different cultures represented by the students and their families.
11 / School staff and faculty participate in professional development on a regular basis that includes information on different cultures.
12 / Teachers receive individual support through informational materials on specific cultural backgrounds of students in their classes.
13 / Home visits involve opportunities for school staff to learn from parents and family members.
14 / Parents have multiple opportunities to learn about the educational program of their children.
15 / There are areas on the school that are open to parents on a regular basis for meeting, working and holding educational events.
16 / School faculty and staff are surveyed on a regular basis on needs related to multicultural awareness.
17 / Parents and family members are surveyed on a regular basis on school climate and friendliness to multicultural families.
18 / Multicultural parents have a process for voicing concerns.
19 / Issues expressed by multicultural parents are solved in a timely fashion.
20 / Multicultural parents have access to an “advocate” to help them express their concern, if they have the need.
* Adapted from Henderson, A. T., Mapp, K. L., Johnson, V. R. & Davies, D. (2007. Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York, NY: The New Press.
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Rasmussen/Sanderson NABE 2012
Sanderson,W. Advocacy or Apathy? American Indian Parent Involvement in an
Off-ReservationMiddle School (2011)
This research compared the involvement practices of American Indian parents
with educator perceptions of each parent involvement activity’s academic learning enhancement value. The study was initiated to address educator concerns about a perceived lack of American Indian parent involvement at the middle school level. Quantitative data was collected from educators and parents of American Indian middle school students, while qualitative data resulted from an interview with educators who work primarily with American Indian families. Results revealed that American Indian parents practice a variety of home- and school-based involvement activities, but educators consider some of these activities more learning enhancing than others. Specific parent involvement practices and modes of communication were associated with parents who reported an American Indian boarding school experience in the family history. Further research pertaining to American Indian parent involvement at all grade levels is recommended.
Full text available at
Resources on Educational Initiatives
Information on Federal Initiatives in education and multicultural students.
National Clearinghouse for English Language Acquisition 2012 Quick Technical Assistance Guides for Elementary and Secondary Education Act Flexibility Waivers:
Principle 1 - College- and Career-Ready Expectations for All Students, available at
Principle 2 - State-Developed Differentiated Recognition, Accountability, and Support, available at
Principle 3 - Supporting Effective Instruction and Leadership, available at
National Clearinghouse for English Language Acquisition 2011 brief summary of research, programs and practices report on post secondary success for Native American students, available at
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Rasmussen/Sanderson NABE 2012
Resources on Family Engagement for Multicultural Communities
Centers and Organizations
National Education Association Spotlight on Parental Involvement in Education, available at
National PTA, available at
PTO Today – Multicultural, available at
Teachers involving Parents in Schoolwork, available at
Publications
Creating Partnerships, Bridging Worlds: Family and Community Engagement, available at
Culturally Responsive Parent Involvement: Concrete Understandings and Basic Strategies, available at
Diversity: School, Family, and Community Connections, available at
Family Involvement in Early Multicultural Learning, available at
Family Involvement Network of Educators (FINE), available at
Guiding the Way to Higher Education Families, Counselors and Communities Together (FCCT), available at
Reaching out to Diverse Populations, available at
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