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This article features a multilingual family literacy project to enhance family engagement in children's literacy development. First, the authors expand the emerging framework of translanguaging beyond the individual competency toward a collaborative practice across family/community members and diverse sign systems. Then, the authors describe how a multilingual family literacy project created a community translanguaging space that maximized leveraging of family funds of knowledge: collective community semiotic repertoires. Participating families (parents, children, and extended family/community members) collectively built larger communicative repertoires by connecting across individual linguistic, multimodal, and cultural capacities and experiences to create each unique family storybook. Finally, the authors provide suggestions on designing and implementing community-based family literacy projects.

Texting is increasingly used by teachers to communicate with families about classroom logistics and to support learning at home. The authors review the research evidence supporting texting as a tool for increasing family members’ engagement and their children’s learning, including the authors’ own evidence‐based texting program, Text to Talk, which targets students’ vocabulary development. Finally, the authors offer guidelines to teachers regarding effective texting practices to maximize student learning and family engagement. These guidelines might prove useful to teachers beginning to use texting to facilitate students’ word learning specifically and teachers trying to bridge the home–school gap with other content more generally. The authors’ goal is to share these factors with teachers to help support successful home–school connections.

Fathers’ engagement in their children’s education has increased over the years, yet we know less about fathers’ perspectives and engagement in children’s literacy development. The authors focused on a fatherhood reading program that was initiated in several Title 1 schools in a large school district in the Southeastern United States. Findings are based on fathers’ reading in classrooms in one elementary school. Based on interviews with teachers, a focus group with fathers, and observations of fathers’ reading in the classroom, several themes were found: a positive male role model for students, a reported increase in student motivation for reading, fathers’ confidence in their parenting role, and fathers’ respect for volunteer reading at school. Ways that teachers can organize a similar program at their schools are presented, along with implications of the findings for teaching practice and research.

The authors detail how 2,000 teachers facilitating summer camps for 8,000 students across a state for three years engaged families in authentic literacy practices. Building relationships, considering families’ needs and strengths, and providing authentic learning experiences linked with literacy led to positive changes in family engagement and literacy motivation.

Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

This paper critically reviews research on sexual and gender minority (SGM) families, including lesbian, gay, bisexual, transgender, queer, asexual, intersex, and other (LGBTQAI+) families, in the past decade (2010-2020). First, this paper details the three primary subareas that make up the majority of research on SGM families: (1) SGM family of origin relationships, (2) SGM intimate relationships, and (3) SGM-parentfamilies. Next, this paper highlights three main gaps in this decade's research: (1) a focus on gay, lesbian, and same-sex families (and to a lesser extent bisexual and transgender families) and a lack of attention to the diverse family ties of single SGM people as well as intersex, asexual, queer, gender non-binary/non-conforming, poly amorous, and other SGM families; (2) an emphasis on white, socioeconomically advantaged SGM people and a failure to account for the significant racial-ethnic and socioeconomic diversity in the SGM population; and (3) a lack of integration of SGM experiences across the life course, from childhood to old age. Future research should refine the measurement and analysis of SGM family ties with novel theory and data across the methodological spectrum.

In improving the quality of education, parents' involvement is very significant. Parents' involvement is one of the three responsibilities for realizing the best quality. This study attempts to explore parents' involvement in education activities for improving their children's academic achievement. A sample of 292 households was selected from whose students' grade five to grade eight of four schools. Descriptive analysis showed that 19% of the respondents do not actively involve at all in giving advice, guiding, and counseling their children at home. 67% of the respondents showed medium parental involvement in helping their children, while 14% of respondents showed a good status of parental involvement in education at home. Similarly, the study revealed that 53% of the respondents were not participating in school activities at all and 35% of them were medium participation and 13% of them were well involved in school activities. The multiple linear regression revealed that the gender of the household head, educational level of the father, and sources of income of parents were found to be the major predictors of parents' involvement in education for improving academic achievements while the aging of the head of the household, number of children and gender of students were not showing significance. Government, school leaders, and policymakers should explore mechanisms to increase parents' involvement in students' learning and make it obvious to parents their attitude toward their child's academic performance.

Objective This is the first national study to examine disparities in loneliness and social relationships by sexual orientation in late adulthood in the United States. Background Prior studies have shown that lesbian, gay, and bisexual (LGB) individuals often struggle with social relationships across the life course, likely because of stigma related to sexual orientation. However, little is known about whether loneliness is more prevalent among LGB people than among other groups in late adulthood, and if so, which relationships contribute to the loneliness gap. Method We analyzed data from a nationally representative sample of older adults from the 2015–2016 National Social Life, Health, and Aging Project (N = 3,567) to examine the disparity in loneliness by sexual orientation and identify links between this disparity and multiple dimensions of social relationships, including partner, family, friend, and community relationships. Results Older LGB adults were significantly lonelier than their heterosexual counterparts, primarily due to a lower likelihood of having a partner and, to a lesser extent, lower levels of family support and greater friend strain. While they were also disadvantaged in the size of close family and frequency of community participation, these factors were less relevant to their loneliness. Overall, the conventionally defined inner layers of relationships (partnership and family) contributed more to the loneliness disparity than the outer layers of relationships (friends and community). Conclusion These findings suggest that strengthening the partnerships and family relationships of sexual minorities is essential to reducing the loneliness gap.

Children who experience violence in their families and communities are at increased risk for a wide range of psychological and behavioral difficulties, but some exhibit resilience, or adaptive functioning following adversity. Understanding what promotes resilience is critical for developing more effective prevention and intervention strategies. Over 100 studies have examined potential protective factors for children exposed to violence in the past 30 years, but there has been no quantitative review of this literature. In order to identify which protective factors have received the strongest empirical support, we conducted a meta-analysis of 118 studies involving 101,592 participants. We separately evaluated cross-sectional (n = 71) and longitudinal (n = 47) studies testing bivariate, additive, and buffering effects for eleven proposed protective factors. Effect sizes generally were stronger in cross-sectional than longitudinal studies, but four protective factors—self-regulation, family support, school support, and peer support—demonstrated significant additive and/or buffering effects in longitudinal studies. Results were consistent across type of violence experienced (i.e., maltreatment, intimate partner violence, community violence). The review highlights the most robust predictors of resilience, identifies limitations of this work, and offers directions for improving our understanding of the processes and programs that foster resilience in children exposed to violence.

Engagement in child and family mental health treatment has critically important clinical, implementation, and policy implications for efforts to improve the quality and effectiveness of care. This article describes a review of the existing literature on one understudied element of engagement, parent participation. Twenty-three published articles were identified. Questions asked of the literature include what terms are used to represent parent participation engagement, how parent participation engagement is measured, what are the rates of parent participation engagement reported in studies of child and family mental health treatment, whether parent participation engagement has been found to overlap with attendance engagement, what factors have been identified as associated with parent participation engagement, whether parent participation engagement is associated with improved outcomes, and what strategies have been designed to improve PPE and whether such strategies are associated with improved outcomes. Results indicate varied terms and measures of parent participation engagement, moderate overall rates, and high overlap with measures of attendance engagement. The extant literature on factors associated with parent participation engagement was somewhat limited and focused primarily on parent-/family-level factors. Evidence of links between parent participation engagement and outcome improvements was found across some outcome domains, and strategies designed to target parent participation engagement were found to be effective overall. A framework for organizing efforts to examine the different elements of engagement is described, and findings are discussed in terms of suggestions for consistent terminology, clinical implications, and areas for the future research.