September 11, 2002
For those who want to add a section that helps educators understand new approaches to developing programs of family and community involvement, please consider the following text.
For Preservice and Advanced Education of Teachers and Administrators
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder CO: Westview Press.
This book, based on twenty years of original research, provides a comprehensive background on the growing field of school, family, and community partnerships. It presents readings on theory, research, policy, practice, and program development. The chapters include comments, questions, activities, and ideas for projects and field experiences. The information, guidelines, and examples will help teachers and administrators understand and implement new approaches to family and community involvement. Most of the readings, discussions, and activities pertain to all families and communities.
For Inservice Education, On-going Program Development, and Practically Oriented Courses
For inservice workshops and training, the Second Edition of our Handbook just came out last month. This book and its many new research summary and practical tools is used to assist all of the state, district, and school leaders and educator-parent teams that join our National Network of Partnership Schools.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action, second edition. Thousand Oaks, A: Corwin Press.
Some professors use this in their courses if the students are practicing educators so that they can use their classwork to plan programs and activities that will be useful at their schools.
Also see our website that has a great deal of helpful information and current research briefs: www.partnershipschools.org.
Or call if you have specific questions.
Hope these are helpful to you.
Joyce L. Epstein, Ph.D.
Director, Center on School, Family, and Community Partnerships
and the National Network of Partnership Schools
Johns Hopkins University
3003 North Charles Street, Suite 200
Baltimore, MD 21218
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From: Rena Rice [mailto:[log in to unmask]]
Sent: Wednesday, September 11, 2002 2:18 PM
To: [log in to unmask]
Subject: Re: Readings on middle- and upper-class
I, too, teach a course in family/school/community partnerships on the
graduate level, and many of the students in the class teach in schools
with affluent family populations. The course content includes stressors
that families experience, and the literature on dual career work stress
is informative for this population. I've appended a biblio at the end of
Having said that, I also must say that the course emphasizes working
with non-affluent families. Our goal is to prepare students to work with
ALL kinds of families, and I believe it is imperative to acquaint
students with the realities of life for all socioeconomic strata. I find
that students whose experience is largely or wholly with upper and upper
middle class families know little about the challenges that face
low-income families in society, or about the social welfare system. It's
important for the affluent students--adults and children-- to know about
these realities as well. The course emphasizes equity and social justice
issues, which I believe are as important or even more important for the
students you describe.
On the other hand, I also make the point that ALL families have needs,
and even economically advantaged families can and do experience many
stresses that put the family structure and the child in jeopardy. I also
find that students are often even more judgmental toward affluent
families. Whatever the socioeconomic status of the family, I stress
empathy and perspective-taking, so that the students' may be able to
understand the parents' point of view, and work with them more
effectively for the ultimate benefit of the child.
Here's the biblio:
Bumpus, M., Crouter, A., & McHale, S. (1999). Work demands of
dual-earner couples: Implications for parents' knowledge about
children's daily lives in middle childhood. Journal of Marriage and the
Family, 2 (61), 465-475.
Haddock, S. A., Zimmerman, T. S., & Ziemba, S. J. (2001). Ten adaptive
strategies for famil and work balance: Advice from successful families.
Journal of Marital and Family Therapy,27(4), 445-458.
Gutknecht, G. W. (1985). Work stress and personal life: Managing
boundaries and coordinating roles. In D. B. Gutknecht & G. W. Butler
(Eds.) Family, self and society (pp. 217-232). Lanham, MD: University
Press of America.
Hochschild, A., & Machung, A. (1992). The second shift: Working parents
and the revolution at home. In A. S. Skolnick & J. H. Skolnick (Eds.),
Family in transition (7th ed.) (pp. 431-438). New York: HarperCollins.
Kerka, S. (1991). Balancing work and family life. ERIC Digest No. 110.
King, M. (1990). Working with working families. ERIC Digest.
Scarr, S., Phillips, D., & McCartney, K. (1992). Working mothers and
their families. In A. S. Skolnick & J. H. Skolnick (Eds.), Family in
transition (7th ed.) (pp. 414-430). New York: HarperCollins.
Skinner, D. A. (1985). Dual career family stress and coping: A
literature review. In D.B. Gutknecht & G.W. Butler (Eds.). Family, self
and society (pp. 303-322). Lanham, MD: University Press of America.
Trudel, T. M., & Fisher, C. B. (1992). Dual-wage families. In M. E.
Procidano & C. B. Fisher (Eds.), Contemporary families: A handbook for
school professionals (pp. 17-35). New York: Teachers College Press.
Bank Street College of Education
610 West 112th St.
New York, NY 10025
Phone: (212) 875-4508
FAX: (212) 875-4753
Email: [log in to unmask]
>>> [log in to unmask] - 9/5/02 6:53 PM >>>
The following is a message from Jean Konzal. Please reply to the list,
to me! Thanks... Pam
I'm teaching a family/school/community relationships
course this semester and have many students who are
teaching in upper-middle to upper class communities. I
need help in identifying readings that explore
relationships in communities such as these. I would
appreciate any ideas and suggestions that members might
have. Thanks, Jean Konzal
The College of New Jersey
609 771 2851