Research has shown the complexity of relationships between families, education, and educational institutions (Hamiltion, 2016; Ngo, 2006). These relationships are nuanced and frequently influenced by class, race, gender, and (dis)ability status. In educational settings, individuals negotiate the different relationships’ responsibilities that identify them. The simultaneous identities of student-child, student-spouse\/parent, and educator-spouse\/parent are not left at the classrooms’ doors. With changing contexts (e.g., the COVID-19 pandemic) and societal expectations (e.g., generational, gendered, and cultural norms), this panel will broadly explore families and education. Through virtual semi-structured one-on-one interviews, we explore how Somali-Bantu women, traditional-aged college women, low-income and underrepresented students, and parents who work as tenure-line faculty make meaning out of their lived experiences. Although the concept of family is shared among these four populations, each tells a unique story of how family dynamics shape academic lives. We can learn more about how marriage can factor into the completion of a college degree, the relationships formed between college women and their parents, child-rearing experiences by tenure-line faculty during a global pandemic, and the negotiation of emotional and financial support exhibited by low-income families.<\/p>\n\n\n\n
Zoom Link: https:\/\/buffalo.zoom.us\/j\/91732247664<\/a><\/pre>\n","protected":false},"excerpt":{"rendered":"Chrissy Daniel, Luke Haumesser, & Isnino Iftin Research has shown the complexity of relationships between families, education, and educational institutions (Hamiltion, 2016; Ngo, 2006). These relationships are nuanced and frequently … Continue reading Families in Education: Negotiating Complex Roles and Responsibilities<\/span>