| In some school contexts, using poetry in a program | | | | school literacy practices, and poetry programs have |
| to promote family involvement has been shown to | | | | the potential to do this. |
| increase participation because it provides | | | | Hoover-Dempsey and Sandier and colleagues (Green |
| opportunities for participants to use their own | | | | et al., 2007; Hoover-Dempsey & Sandier, 1995, 1997; |
| language and understanding to reflect their | | | | Walker et al., 2005) described three primary sources |
| experiences (McKiiiney, Lasley, & Holmes-Gull, 2008). | | | | of motivation for parents to be involved in |
| These programs also create a space where teachers | | | | school-based programs: beliefs about their parenting |
| can learn with and from students and their families. | | | | roles and their efficacy for supporting children in |
| The goals of the literacy program are an important | | | | school; perception of invitations for the school from |
| indication of whether families will be involved; two | | | | both their children and others; and life context |
| significant factors are that the activities should relate | | | | variables such as parents' skills and knowledge as well |
| to the developing needs of the adolescent and | | | | as the time and energy that they have for |
| match the Clearance MBT Shoes ways that families | | | | involvement. As a result of the developmental needs |
| are able and comfortable with participating (Spielman, | | | | of students at this age, cultural and economic |
| 2001). Writing poetry has been described as a way | | | | factors, and ways that literacy practices can either |
| for students to express themselves and explore | | | | support or exclude families, it is necessary to expand |
| important aspects of their identity through | | | | our understanding and conceptual frame regarding |
| descriptive and metaphorical terms (Jocson, 2005; | | | | how we define and encourage involvement in a |
| Steinbergh, 1999; Wiseman, 2007). There have been | | | | literacy-based school program. |
| many studies that describe how powerful poetry can | | | | Through conversations and observations with |
| be for giving students voice, allowing for | | | | students, I have examined how students perceive |
| opportunities for critical engagement (Kinloch, 2005; | | | | these points within a MBT Shoes poetry program |
| Staples, 2008; Wissman, 2007) and even increasing | | | | that was developed for families to participate in |
| academic language through songs and hip hop culture | | | | various ways at the school. The question my |
| (Morrell & Duncan-Andrade, 2002) and by encouraging | | | | research attempts to answer is, How do students' |
| multiple languages and dialects (Hadaway, Vardell, & | | | | attitudes, actions, and feelings affect their families' |
| Young, 2001). Not only should school practices | | | | participation in a poetry program designed to improve |
| support adolescents developing autonomy, but also | | | | family involvement? |
| they need to support students' complex home and | | | | |