ABSTRACT
Throughout history, the family has been the primary source for learning. Before the advent of schools, children were taught by their parents, older siblings, grandparents, and/or other relatives. And although schools now serve as sites for formal education, parents are still the child’s “fi rst and most important teacher” (Edwards, Pleasants, & Franklin, 1999). Because the family exists in a network of community, its members are continually communicating, negotiating, and otherwise interacting with schools, within the context of their cultural and community orientations (Bhola, 1996).
