In this qualitative micro-study I explored how report card conferences impact immigrant family engagement, revealing that rigid scheduling, language barriers, and low teacher expectations were contributing to inequitable participation. Participants shared valuable insights and ideas—like holding longer, more flexible meetings and strengthening communication—that could guide a more inclusive, culturally responsive approach to family engagement.

In my first qualitative research study, I explored the complex dynamics of social identities, cultural power, and Whiteness within a diverse Parent Committee, showing how racial and cultural hierarchies shape participation and perceptions. Throughout the project, I reflected on the subtle presence of systemic inequities, the importance of intercultural competence, and my own evolving awareness of identity and privilege.

This inquiry explores the question of how to facilitate inclusive meetings where all voices can be heard and where meaningful decisions can be made collaboratively. My analysis focuses on best practices for community engagement, support for marginalized groups, and the emotional labor involved in leading effective meetings.

This spring capstone paper explores the idea of leading with "loving accountability," and specifically how my unique qualities and philosophy can translate into CRSL, particularly when coaching and evaluating teachers. In this reflection, I aim to reconcile the traditional dichotomy between coach and evaluator, viewing them instead as complementary approaches focused on growth and empowerment within an ethically grounded, relationship-centered framework.