Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families

• Published in: Teaching exceptional children 2025-01, Vol.57 (3), p.208-217
• Main Authors: Lindo, Endia J., Kyzar, Kathleen B., Gershwin, Tracy
• Format: Article
• Language: English
• Subjects: Equations (Mathematics); Maximum Likelihood Statistics; Speech Evaluation; Trust
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/00400599231161799

Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and systemic support (e.g., resources, time). This paper presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this trust-building process is understanding how one's own (and the organization’s) culture and norms shape the expectations and actions in support or detriment of establishing trust. The three-step process for engaging in the ongoing and iterative work of becoming more culturally competent: 1) Cultural Self-Study, 2) Acquiring Cultural Knowledge, and 3) Putting Knowledge to Practice (CAP) is demonstrated in the context of the BETR meeting model. Evidence, illustrations, and possible adaptations for implementing this strategy with diverse families across contexts are addressed.