Degree Date

4-2026

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Angela Elkordy

Second Advisor

Nina Nusbaum

Abstract

This study examines how communication systems in elementary schools influence equitable family engagement within a linguistically and culturally diverse, Title I context. The purpose of this research is to evaluate how communication practices support or limit access, participation, and partnership between schools and families. The overarching research question guiding this study is: How do current communication systems support or constrain equitable family engagement? A convergent mixed-methods design was utilized to collect and analyze both quantitative and qualitative data. Data sources included educator surveys, family surveys, and focus group interviews, allowing for a comprehensive understanding of communication practices from multiple stakeholder perspectives. Findings indicate that while educators demonstrate strong relational commitment and confidence in communication, systems are often inconsistent and rely heavily on individual practices rather than coherent structures. Families reported a need for clearer, more accessible, and flexible communication methods, particularly related to language access and modality preferences. Results suggest that communication practices are not one-size-fits-all and must be intentionally designed to reflect diverse family needs. This study concludes that equitable communication requires system-level alignment, rather than reliance on individual effort. Recommendations include the development of multilingual, multimodal communication systems, ongoing professional learning, and the implementation of structures that promote reciprocal, family-centered engagement.

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