ABSTRACT Family involvement has become increasingly recognized as essential to academic success. However, the racial and cultural gap between the teaching force and students in American schools is large and expanding, leading to increased challenges associated with relationship-building between families and schools. This is a study of teachers in a school district in the State of Florida that has high rates of poverty, large numbers of new and undocumented immigrants, and many families who speak languages other than English at home. Using a Bourdieusian theoretical framework, this study investigates teachers’ recognition of their own habitus and that of families and of the doxa within the field of the school. This study asks the teachers, by their own accounts, what prevents them from greater success in developing and sustaining culturally sustaining family-school partnerships.

中文翻译：

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``父母被拒之门外''：破坏家庭参与的政策，做法和观点

摘要家庭参与已日益被认为是学术成功的关键。但是，美国学校中师资力量与学生之间的种族和文化差距很大且还在扩大，导致与家庭与学校之间建立关系有关的挑战越来越大。这是对佛罗里达州一个学区的教师的研究，该学区的贫困率很高，有大量新移民和无证件移民，还有许多家庭在家讲英语以外的其他语言。本研究使用布尔迪厄斯理论框架，调查了教师对他们自己的习惯以及家庭和家庭在学校领域内的认知的认识。这项研究要求教师根据自己的说法，