Understanding how student-led conferences support culturally and linguistically diverse families: an interpretive phenomenological analysis.

• Online Access: http://hdl.handle.net/2047/D20409199

Currently, in elementary schools in the United States of America there is an achievement gap between English Language Learners and their peers. Closing this gap will require a strong parent-school partnership. The purpose of this phenomenological qualitative study is to examine the experiences of Culturally and Linguistically Diverse (CLD) parents when engaging with their child and their child's teacher during student-led conferences in a DC public elementary school. Specifically, this research sought to answer how CLD parents perceive student-led conferences as an academic support for their child? To gather this insight, the researcher conducted semi-structured interviews with four Latina mothers who have each participated in a minimum of one student-led conference with their elementary aged child. The Interpretative Phenomenological Analysis (IPA) methodological approach was utilized to elevate the perspectives shared by CLD parents who revealed their lived experiences during student-led conferences, a significant event in the parent and school partnership. This research found that student-led conferences are an effective tool for partnering with CLD families because it led to an increase in student motivation and it created a safe space for students, parents, and teachers to actively participate and effectively communicate with each other. Future recommendations include revising the structure of the student-led conference to include a focus on the students' social-emotional development and the parents' insights on student progress. Keywords: culturally and linguistically diverse. student-led conference, family engagement, academic partnering, English language learners--Author's abstract