Connecting with Parents and Guardians of Marginalized Students through Social Media

Abstract

This study examines a Wisconsin school district’s use of social media and its effectiveness in reaching and engaging parents and guardians of traditionally marginalized students. Research by education scholars demonstrates that if parents and guardians are more involved with their students’ education, then educational outcomes will improve (Epstein & Sheldon, 2005;Goodall, 2016).Social media is one way to reach and engage parents and guardians in affirming and useful ways.Especially in a post COVID-19 world, digital communication isnot only more prevalent, but it is also morevitalto building and maintaining relationships (Clement, 2020).Thisstudy utilized a mixed-method approach with a survey and document analysis. Approximately 100 parents and guardians were surveyed regarding their familiarity with and perception of the school district’s social media content. Additionally, document analysis was conducted on 115 school district Facebook posts. The data suggest that the school district should focus less on “major” sports and activities in favor of a more honest and diverse collection of content highlighting students in the classroom, school district challenges, and efforts regarding inclusivity. The data also suggest that proprietary algorithms affecting post prioritization have a negative effect onsomeusers’ perception of school district priorities.The findings point to more research opportunities including exploration of engagingparents and guardians from low-income households on social media and what type of social media content best engages parents and guardians of studentsof color.