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Intro -- Dedication -- Acknowledgments -- Contents -- Contributors -- About the Editors -- Chapter 1 Cultural Processes and the Connections Among Home, School, and Community -- Theoretical Perspectives on Culture, Schooling, and Family Life -- Understanding FSC Partnerships within Chinese–American Families -- Selecting the Appropriate Level of Analysis -- Attending to the Historical and Contemporary Context -- Consideration of Intragroup Variability and Change over Time -- Parent Engagement in Conventionally Preferred Activities -- Culturally Specific Forms of Parental Engagement -- Cultural Meanings of Parent Engagement Practices -- School Outreach to Chinese–American Parents -- Conclusions -- References -- Chapter 2 Achievement Mediators of Family Engagement in Children’s Education: A Family–School–Community Systems Model -- A Family–School–Community Systems Model of Family Engagement in Children’s Learning and Child Outcomes: Returning to the Roots of Ecological Systems Theory -- Family–School–Community Engagement in Education: Social Capital -- Family–School–Community Engagement in Education: Achievement-Related Attributions and Motivation -- Family–School–Community Engagement in Education: Learning Skills and Strategies -- Children of Immigrants and the Study of Family–School–Community Relationships: Moderated Mediation? -- Conclusion -- References -- Chapter 3: Family–School Relationships During Adolescence: Clarifying Goals, Broadening Conceptualizations, and Deepening Impact -- Understanding Adolescents: What They Bring to Their Education and What They Need -- Broadening Outcomes of Interest, Especially in Adolescence -- Reconceptualizing Parental Engagement for Adolescence -- What Do Families Really Need? Information and Effective Communication -- Defining Success in Family Engagement Across Levels -- References -- Chapter 4 Continuities and Consistencies Across Home and School Systems -- Bridging the Family and School Silos -- Parental Involvement in Education -- Theoretical Guidance on Family–School Partnerships -- Empirical Evidence on Family–School Partnerships -- Research, Action, and Special Populations -- Focusing on Vulnerable Children and Families -- The Special Case of Immigrant Families -- Conclusion -- References -- Chapter 5: Uncovering Processes and Pathways in Family–School Research: Modeling Innovations for Handling Data Complexities -- Clustered Data -- Mobility in Clustered Data -- Multivariate Multilevel Models -- Multivariate Multilevel Models for Participants at Same Level -- Multivariate Multilevel Model Outcomes of Participants at Different Levels -- Multivariate Multilevel Latent Variable Regression Models for Directional Hypotheses -- Multivariate Multilevel Models for Multiple-Membership Data -- Multivariate Multilevel Models for Cross-Classified Data -- Multivariate Multilevel Models for Longitudinal Data -- Limitations and Additional Extensions -- Software -- References -- Chapter 6: Commentary: Strengthening Networks and Attachments to Promote Child Development -- Building Social Capital in a Culturally Responsive Manner -- Building the Social Capital of Parents -- Building the Social Capital of Teachers -- Strengthening Key Relationships -- Affirming the Centrality of the Parent–Child Relationship -- Guiding Families to Strengthen the Teacher–Student Relationship -- Addressing Child and Family Risk Factors -- Supporting Families Across Transitions in Schooling -- Conclusions -- References -- Index -- .