Family-School Partnerships for Rural U.S. Latine English Learners: A Systematic Review

The growth of Latine communities in the rural U.S. highlights a need for developing best practices for rural Latine English Language Learners (ELLs). This study was a systematic review of family-school partnership research for rural Latine ELL youth in the U.S. Findings highlighted (a) empirical, qualitative methods; (b) guiding theories from multiple disciplines (i.e., critical, sociocultural and relational, and developmental and educational perspectives); (c) the prevalence of teacher participants (relative to family participants); and (d) findings included factors related to teachers, family-school relationships, families and communities, and students. Study limitations, future research directions, and practical implications are discussed.