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The Reading Professor

Document Type

Article

Abstract

This qualitative narrative study examined the perceptions of community school hub members and Hispanic English learner parents at an elementary school in a suburban district. Eighty-four percent of the students at the study site were economically disadvantaged. The inquiry drew on sociocultural theory and Bronfenbrenner's ecological systems theory to explore how these hubs support families. Data were gathered through semi-structured interviews and field observations and analyzed using Quirkos software. The findings demonstrate the overall value of community school hubs in addressing basic needs, increasing the potential for academic success. However, a significant lack of clarity exists; many parents were unaware of the hub's full resources and members' roles. Furthermore, language barriers, funding constraints, and contemporary sociopolitical anxieties serve as critical challenges affecting communication and outreach. Community school hubs share an essential role in bridging the gap between school and home life.

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