Understanding how social/cultural difference and systematic factors inhibit the formation of partnership between elementary school teachers and families

Vanessa Robinson, California State University, Monterey Bay

Capstone Project (B.A.) Liberal Studies Department


The purpose of this senior capstone project is to examine the factors that inhibit the formation of relationships between teachers’ and their students’ families. In this study, both social and cultural factors are examined as well as the support given by teacher preparation programs to promote these relationships. This information was gathered through literature review as well as interviews done with pre-service and in-service teachers, parents, previous educators who are both remaining in the education field, as well as those who have retired. The results concluded that both parties have past experiences that play a big role in the inhibition of forming successful teacher-family relationships. In addition, understanding their past experience is important in taking the next steps towards building and promoting the formation of collaborative relationships between parents and teachers followed by some suggestions on how to remedy some of these inhibitions. It is important to continue finding ways to promote and support the formation of these relationships to ensure the success of our students through collaborative relationships and family engagement in each student’s academics.