ABSTRACT
Decades of research connects family–school partnership (FSP) to free and appropriate public education and documents effective strategies for fostering these partnerships. Still, research shows FSP are not always equitable and are in fact often based on assumptions that reflect racist and exclusionary systems. The purpose of this chapter is to discuss tensions in terminology, existing paradigms, and institutional norms and then review theories and models often found in FSP research while posing critical questions that researchers can ask as they engage in research related to FSP. We conclude with suggesting models and theories that can drive the research agenda towards creating more equitable FSP practices.
