Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Dr. Julie Antilla, PhD,

Second Advisor/Committee Member

Dr. Munyi Shea, PhD

Third Advisor/Committee Member

Dr. David Wicks, EdD

Keywords

Family Engagement, human-centered design, power sharing, power shifting, marginalized family groups, elementary

Abstract

This ethnographic study explores the crucial role of family engagement in educational systems and the impact a human-centered design team has on students' success at an elementary school. The research addresses the historical impact of racism and colonization on student outcomes alongside the ongoing challenge of narrowing the opportunity gap. Current interventions and support services, though significant, often adopt a remedial stance and are grounded in deficit thinking rather than embracing an asset-based approach. The research proposes a shift from traditional school-initiated family engagement to a human-centered design (HCD) approach to address these challenges. The purpose of the study is to examine the impact of an HCD team on student success, explicitly investigating power-sharing or power-shifting dynamics between educational leaders and the design team. The three-phase HCD process—observation and empathy-building, brainstorming for community needs, and designing and testing solutions—aims to elevate family voices, build on community cultural wealth, strengthen relationships, and enhance family engagement practices. By collecting data throughout each phase, the study seeks to gain insights into power structures within the group, assessing both collective and individual contributions. Ultimately, the research aims to contribute valuable knowledge to the field of family engagement, advocating for equitable partnerships that improve student outcomes.

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