ABSTRACT
Family–school partnerships are grounded in co-equal roles for families and educators in acknowledgement that they share responsibility for children’s development. Thus, partnership practices must be sensitive and responsive to cultural diversity that provide equitable systems to support children. Theoretical underpinnings, such as the Phenomenological Variant of Ecological Systems Theory and the Multiple Worlds Typology offer guidance for improving cultural responsiveness in family–school partnerships. In addition, socialization practices across home and school are central to a culturally sensitive and responsive approach to family–school partnerships. Implications for the family–school partnership and educational systems are discussed.
