Evidence from over four decades of research affirms that family involvement in a child's learning is one of the strongest predictors of social, emotional, and academic development; however, Euro-American, middle-class families tend to be more involved in schools than minority and low-income families. A major factor influencing family involvement is the discontinuity between ethnic minority parents' social and cultural capital and that of the mainstream culture represented in schools. While these differences do not imply that Native American or other ethnic minority families are deprived, literature suggests that they are less prepared to access necessary resources and opportunities for their children. Facilitating socio-cultural congruency is essential to bridging home and school, and it begins with creating welcoming school environments. Educators and policy makers increasingly refer to school readiness and responsiveness that focus on school staffs as enablers of family involvement. The purpose of this study was to elicit insights into contextually appropriate practices that support home/school partnerships with Native American families of kindergarten and first-grade children. The study involved the collection of qualitative data using an action research design. Navajo and Ute Mountain Ute parent/guardians, teachers, and administrators from three schools on the Navajo Reservation and three schools bordering the Navajo and Ute Mountain Ute Reservations participated in the study. Results of the study indicate that to strengthen home/school partnerships with Native American families, school staffs must become adept at extending invitations to families to become involved, embrace teaching as a socio-cultural process, seek to identify contextual considerations that influence family involvement, and create cultures of community that promote partnerships of commitment and respect.

KEY WORDS: Family involvement, parent involvement, family engagement, home/school partnerships, Native American education, cultural responsiveness, responsiveness, learning communities, community culture, invitational education.