COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese migrant families in a town in the South Central United States about their experiences with remote schooling in Spring 2020. Findings suggest families engaged in school activities at home and were invested in their children’s schooling. They reported numerous inequities tied to technology access and “time-collisions” between familial and educational schedules. They also reveal culturally specific patterns of home-school interactions we call “distributed involvement.” These issues are relevant during in-person as well as remote schooling. Families’ reports suggest problems with normative models of “parental involvement,” revealing ways to make home-school connections more culturally sustaining. A better understanding of reported COVID-19 experiences can inform educational policies and practices in post-pandemic futures.

中文翻译：

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马绍尔家庭报告的家庭与学校联系经验：基于资产的模型，用于在 COVID-19 期间批评“父母参与”框架和理解远程教育

COVID-19 关闭了美国各地的校舍，迫使人们转向远程教育。家庭如何进行远程教育可能因阶级、种族和民族差异而异，这引发了人们对这种流行病如何加深教育不平等的质疑。我们与美国中南部一个小镇的马绍尔移民家庭讨论了他们在 2020 年春季进行远程教育的经历。调查结果表明，这些家庭在家中从事学校活动，并为孩子的教育投入了资金。他们报告了许多与技术访问相关的不平等现象以及家庭和教育时间表之间的“时间冲突”。它们还揭示了我们称之为“分布式参与”的家庭与学校互动的特定文化模式。这些问题在面对面和远程教育期间都是相关的。家庭报告表明“父母参与”的规范模式存在问题，揭示了使家庭与学校联系在文化上更具可持续性的方法。更好地了解报告的 COVID-19 经历可以为大流行后未来的教育政策和实践提供信息。