Meet the Board
Shana Haines, PhD, Chair
Professor
University of Vermont
Shana Haines teaches and advises undergraduate, graduate, and doctoral students in the Special Education, Education for Cultural and Linguistic Diversity, and Social-Emotional-Behavior Health and Inclusive Education (SHIE) programs. She is also co-Director of the SHIE doctoral program. She served as a Peace Corps volunteer in Cote d’Ivoire, West Africa, taught in New York City and Portland, Maine, and earned her PhD in Special Education with a focus on family-professional partnership from the University of Kansas. Shana’s research and teaching focus on improving meaningful collaborations among families, schools, and communities to increase well-being and belonging. She has done this work in the U.S. and abroad, including as a Fulbright Scholar in 2020 at the Universidade dos Açores. Her preferred research methods involve partnering with community agencies and schools to conduct qualitative research that is relevant and useful. Currently serving as Chair, Shana joined the leadership of the AERA Family, School, and Community Collaboration SIG #43 as a Member-At-Large in 2020 because it is a caring community of diverse scholars who collectively elevate the voices of families and communities. She serves on the editorial board of the School Community Journal and recently co-authored two books, Humanizing Methodologies in Education Research (Teachers College Press, 2021) and Families and Professionals: Trusting Partnerships in General and Special Education (Pearson, 2022). Her record of scholarship includes more than 50 publications.
"I love the Family, School, and Community Partnership SIG because it is the best community for scholars focusing on improving family-professional partnerships! SIG members are collaborative and engaged in fascinating research and teaching!"
Lori Delale-O’Connor, PhD, Chair
Associate Professor
University of Pittsburgh
Dr. Delale-O’Connor, Ph.D., is an Associate Professor at the University of Pittsburgh School of Education and Chair of the Department of Educational Foundations, Organizations, and Policy. Additionally, she is the Interim Director of the school’s Center for Urban Education. Dr. Delale-O’Connor’s research examines the connections between families, communities, and education across spaces, with a particular focus on fostering equity and justice for children and youth in urbanized educational systems. Dr. Delale-O’Connor earned her Ph.D. in Sociology from Northwestern University, where she was also a certificate fellow in the Multidisciplinary Program in Education Sciences — a pre-doctoral training program funded by the Institute of Education Sciences. She also holds an M.Ed. in secondary education from Boston College, where she was a Donovan Urban Scholar and taught secondary social studies in the Boston Public Schools. Dr. Delale-O’Connor’s research has been published in the American Educational Research Journal, Teachers College Record, and Urban Education, among other outlets. She is also co-editor of the 2025 book, "Black Freedom Struggle in Urban Appalachia” (University of Kentucky Press) and co-author of the 2019 book, “These Kids Are Out of Control”: Why We Must Reimagine “Classroom Management” for Equity (Sage Publications). Her work has received support from the National Science Foundation, the Spencer Foundation, and the Institute of Education Sciences (IES). Beyond academia, Lori is an avid runner, a Girls on the Run coach, and a proud mama.
Judy Paulick, PhD, Past Co-Chair
Associate Professor
​University of Virginia
​
Dr. Judy Paulick is an associate professor of elementary education and the program coordinator for elementary and early childhood education at the University of Virginia. Her current research focuses on effective, equity-oriented practices in preservice teacher education. She is particularly interested in how we prepare elementary teachers to engage with historically marginalized families and communities and bring what they have learned back to classrooms to inform culturally sustaining literacy instruction. One focus of Judy’s work has been the promise and potential of relationship-building, assets-framed home visiting to support equitable, collaborative relationships between families and educators. Early in her career, Judy was a classroom teacher in Compton, CA, and a lecturer at the Teachers' Training College in the Kingdom of Tonga, where she served as a Peace Corps volunteer. She subsequently earned her PhD in Curriculum and Teacher Education from Stanford University. She has since served as Program Co-Chair and SIG Co-Chair (both with Nicole Edwards), and has made invaluable connections, collaborations, and friendships with fellow family/community engagement scholars.
"I joined the Family, School, Community Partnerships SIG, because I was looking for a scholarly home, and I found it!
Nicole Edwards, PhD, Past Co-Chair
Professor of Special Education
Rowan University
​
Dr. Nicole M. Edwards is a Professor of Special Education in the Wellness and Inclusive Services in Education Department in the College of Education at Rowan University, in New Jersey. She serves as an Associate Editor for the Journal of Child and Family Studies. She is currently co-editor of a monograph on promising partnerships in early childhood for the FSCP Monograph Series, scheduled for publication in 2026 with Emerald Publishing. As a faculty member at Rowan University, her former dean strongly encouraged her to get involved in AERA. Still, it did not feel like the right fit until she was introduced to the Family-School-Community Partnership SIG. Much of Nicole’s research focuses on shared roles of vested stakeholders in tailoring supports and recommendations for diverse family units (e.g., immigrant families, incarcerated parents, parents with Intellectual Disability and Mental Health conditions). Nicole served as program cochair from 2018-2020 and SIG cochair from 2022-2024. As she wraps up her final year as past chair and co-chair of the nominating committee, she is appreciative of the incredible opportunities and connections she has gained through active engagement in this SIG. Nicole is most proud of being one of the co-initiators of the FCSP SIG’s Community of Practice, which fostered meaningful connections with SIG members on timely topics throughout the academic year. Nicole will miss serving on the executive board after AERA 2026, but she will be eager to pass the baton to the next group of talented board members!
"I joined the Family, School, Community Partnerships SIG, because is an incredible space for cross-disciplinary scholars to come together with a similar passion for improving family-provider dialogue and partnerships."
Susana Beltrán-Grimm, EdD, Secretary and Treasurer
Assistant Professor
Pronouns: She/her/ella
Portland State University
​
Dr. Susana Beltrán-Grimm is an Assistant Professor of Psychology at Portland State University and a community-engaged scholar in bilingual early childhood education and family engagement. She previously served as the Early Childhood Director at PBS SoCal and as a Postdoctoral Research Associate at Purdue University. Her interdisciplinary research blends participatory design, developmental science, and equity-focused approaches to support Latine and multilingual families. Dr. Beltrán-Grimm is the Principal Investigator of multiple grants, including awards from the National Academy of Education, Heising-Simons Foundation, and the Society for Research in Child Development. Her work has been published in Qualitative Research, Journal of Latinos and Education, and Early Childhood Education Journal, among others. She has received national recognition for her scholarship and community-engaged research, including the AERA Outstanding Dissertation Award and the Learning Sciences Exchange Fellowship.
Actively engaged in mentoring and collaborative projects, she consults with public media, nonprofits, and ed-tech organizations to co-create tools with families and educators. She also serves on editorial boards and national advisory committees, advancing inclusive research practices and culturally grounded educational content.
"I joined the Family, School, and Community Partnerships SIG to contribute to a collective vision of education rooted in relationships, reciprocity, and community voice."
Jacqueline Lynch, PhD, Co-Program Chair
Professor
Florida International University
​
Jackie Lynch is a professor in the School of Education and Human Development at Florida International University, where her research focuses on family literacy, home-school engagement, and early literacy development. With 20 years of experience as an academic in both Canada and the U.S., she has made significant contributions to these fields. Much of her work highlights the importance of understanding diverse stakeholders' perspectives as a foundation for fostering stronger connections and promoting children’s literacy success. She has published in peer-reviewed journals and co-authored two books, including Teaching and Learning about Family Literacy and Family Literacy Programs (2022, Routledge). Jackie teaches at both the undergraduate and graduate levels and is actively engaged in her local community, including serving on the board of a nonprofit organization dedicated to strengthening family-school-community connections. In addition to her own research on literacy in families and schools, she is a committed mentor, supervising numerous doctoral students and collaborating with them on research projects. Jackie has also held a leadership role in a national literacy organization and has served as a Member-at-Large and program co-chair for this SIG for the past two years.
"I joined this SIG because its focus closely aligned with my research interests in family–school engagement. Participation in SIG #43 meetings has provided valuable opportunities to deepen my understanding of the field, expand my professional network, and cultivate collegial relationships."
Veronica Kang, PdD, Co-Program Chair
Assistant Professor
University of Maryland
​
Dr. Veronica Kang is an assistant professor of Special Education at the University of Maryland. Veronica's research focuses on autism, early intervention, immigrant families, and disability advocacy. Examples of her work include (1) Promoting Meaningful Interaction and Social Engagement (PROMISE), a summer program for immigrant autistic youth in partnership with the Chinese Culture and Community Service Center Health Center, (2) Upholding Neurodiversity In Teacher Engagement with Families, Culture, and Disabilities (UNITE), a professional development project with Maryland's Prince George's County Part C/Early Intervention providers on culture and disability affirming practice, and (3) Enhancing Marylanders’ Sense of Belonging, Knowledge of Rights, and Involvement in Advocacy for Communities of Educators, Students, and Individuals with Disabilities (EMBRACE), a disability advocacy project that explores and supports the cultural navigator work led by the Maryland Equity Coalition for People with Disabilities. Veronica's prior experience as an early interventionist and her personal experience as a Korean American have shaped her passion for community-based, family-centered research.
"I joined the Family, School, Community Partnerships SIG, because I appreciate and value the mission of the Family School Community Partnership SIG, which centers on and bridges families with schools and the community.
Stephany Cuevas, EdD, Member-At-Large
Pronouns: she/her/hers
Assistant Professor of Education
Chapman University
Dr. Stephany Cuevas is an Assistant Professor of Education in the Attallah College of Educational Studies at Chapman University. Her research focuses on Latinx family engagement in students’ higher education aspirations, emphasizing that Latinx students do not experience education in isolation. She highlights the central role families play in shaping educational experiences and advocates for family and community partnerships in education. For over a decade, she has worked to support underrepresented students, their families, and educators, striving to expose and combat educational inequities. Her collaborations span school districts, out-of-school programs, and nonprofit organizations nationwide, where she provides training, curriculum development, professional development, and evaluation services on topics such as family engagement, postsecondary access for first-generation students, and support for immigrant and undocumented families. Dr. Cuevas is the author of Apoyo sacrificial, sacrificing support: How undocumented Latinx parents get their children to college (Teachers College Press) and co-author of Everyone Wins! The Evidence for Family-School Partnerships and Implications for Practice (Scholastic). Her scholarship appears in leading journals, including the Journal of Higher Education, Harvard Educational Review, and Journal of Latinos and Education. Her work has been recognized by AERA’s Family-School-Community Partnerships SIG, the American Association for Hispanics in Higher Education, and the Association for the Study of Higher Education.
"I joined the Family, School, Community Partnerships SIG, because I value connecting with scholars and practitioners committed to centering families and communities, particularly immigrant populations."
Cristina Santamaría Graff, PdD, Member-At-Large
Associate Professor of Special Education
Indiana University – Indianapolis
​​
​
Dr. Cristina Santamaría Graff, an educator for over thirty years, is an Associate Professor of Special Education in the Departments of Urban Teacher Education and Urban Educational Studies in the School of Education at Indiana University, Indianapolis. Beginning her career in education as a bilingual education and bilingual special education teacher in elementary schools, Cristina has dedicated her professional life to learning from families and their expertise on their children. She joined and is a Member-At-Large of the Family, School, Community Partnerships because the SIG promotes family-focused approaches and community partnerships to inform pedagogical decisions impacting youth. Cristina views her involvement as a way to bridge the work of teacher preparation with the lived expertise of families and communities. She is nationally recognized for her work implementing Family as Faculty, a model in which family leaders serve as co-instructors/co-researchers in university courses, assisting future educators in developing a critically conscious, humanizing approach to teaching. She was recently an Editor for the special education journal, Multiple Voices: Disability, Race, and Language Intersections in Special Education, and is currently an Associate Editor for the journal, Exceptional Children. She has served as Program Chair and Secretary of the AERA SIG on Spirituality and Education. She was recognized by AERA with the Exemplary Contributions to Practice-Engaged Research Award. She was recently a Principal Investigator on a Family Engagement Educator Preparation Innovation Project funded by the National Association for Family, School, and Community Engagement (NAFSCE).
"I joined the Family, School, Community Partnerships SIG, because I believe strongly that teacher education programs need to work more closely with and alongside families – especially minoritized families – to center their knowledge and leadership."
Kristin Vogel-Campbell, EdD, Member-At-Large
Special Education Supervisor
North Point Educational Service Center
​
Dr. Kristin Vogel-Campbell, Ed.D. (California State University, East Bay), is a practitioner-researcher with over two decades of experience across the K–16 Special Education continuum. Throughout her career, Dr. Vogel-Campbell has been deeply committed to advancing equity and inclusion for disabled students through transformative educational practices, collaborative leadership, and family, school, and community partnerships. Currently serving as a Special Education Supervisor at North Point Educational Service Center in Northwestern Ohio, she works closely with students, families, educators, and administrators to design and implement equitable, culturally responsive special education services and programming. Her leadership emphasizes systemic change, intersectional advocacy, and the creation of accessible educational environments that honor the diverse identities and experiences of all learners. Dr. Vogel-Campbell is the author of Partnering with Culturally and Linguistically Diverse Students in Special Education (Rowman & Littlefield, 2023), which explores practical frameworks for fostering inclusive partnerships between schools and families from diverse cultural and linguistic backgrounds. In addition to her book, she has contributed several chapters to edited volumes and published multiple peer-reviewed articles focusing on special education leadership, culturally sustaining practices, and disability justice in education. Dr. Vogel-Campbell seeks to help elevate practitioner perspectives within the SIG, bridge research and practice, and foster cross-disciplinary dialogue that honors the lived experiences of families and students who have been historically marginalized in educational systems. She also contributes her expertise as a board member for California State University, East Bay’s Center for Disability Justice Research, where she supports research initiatives aimed at dismantling ableism in educational systems and promoting intersectional approaches to disability studies. Outside of her professional endeavors, Dr. Vogel-Campbell is an accomplished and internationally ranked women’s pinball player. She brings her passion for community-building and equity to that sphere as well, serving as editor of a quarterly feminist zine that amplifies women’s voices in the pinball community.
"I joined the Family, School, Community Partnerships SIG, because the SIG is rooted in her belief that authentic collaboration among educators, families, and communities is foundational to equitable educational outcomes."
Tom Capretta, MPA, Student Representative
PhD Candidate
The Ohio State University
​
Thomas (Tom) Capretta is a researcher and project coordinator at the Ohio Statewide Family Engagement Center at The Ohio State University. He is also a PhD candidate in Educational Studies in the College of Education and Human Ecology with a focus on the philosophy and history of education. His work supports statewide efforts to strengthen family, school, and community partnerships. This includes managing the Ohio Family and Community Engagement Network, developing resources that translate research into practical tools for schools, and assisting districts as they address chronic absenteeism, elevate student voice, and build equitable collaboration with families. Tom began his career as a teacher in Northwest Mississippi, where he taught upper elementary math and science. The relationships he formed with families and the community shaped his understanding and appreciation of how educational experiences are amplified by trusting partnerships among the adults in a child’s life. These early insights continue to guide his scholarship and professional practice, which focus on educational authority, justice, and the ethical and democratic importance of partnership in schooling. His current research examines how authority operates in education systems, how families and students participate in decision making, and how philosophical approaches can help build governance structures that reduce exclusion and support more substantive educational justice.
"I joined the Family, School, Community Partnerships SIG, because I believe that meaningful and just educational change depends on recognizing families as experts and essential partners in learning. I view my involvement as an opportunity to contribute to and learn from a community that seeks to improve educational experiences for all people.
Parker Goss, MS, Student Representative
PhD Student
University of Vermont
​
Parker Goss is a second-year student in the Social Emotional and Behavioral Health for Inclusive Education (SHIE) PhD program at the University of Vermont. Her research focuses on creating more equitable collaboration among schools, communities, and families, and on building schools' capacity to support new teachers and families as they partner and collaborate across diverse backgrounds and identities. These interests are grounded in my experiences teaching in Baltimore City Schools, serving as a Peace Corps volunteer in rural Paraguay, and attending schools in rural New Hampshire.
"I chose to be part of this SIG because of the community of scholars and professionals who make up this incredible group, demonstrating a wealth of knowledge and experience, and a commitment to strengthening partnerships that support student thriving. "
Past Officers
Forthcoming...
Structure & Governance
Membership
Eligibility
-
Regular Membership shall be open to any AERA member who pays the Family, School, Community Partnerships Special Interest Group dues.
-
Membership applications can be found on the AERA Website.
Voting Members
All Regular Members of the Family, School, Community Partnerships Special Interest Group may vote in an AERA Family, School, Community Partnerships election.
Membership Year and Duties
The AERA membership year runs on a calendar year basis, from January 1 to December 31; the Family, School, Community Partnerships SIG membership year is the same. Membership dues are payable annually to AERA. The amount of Family, School, Community Partnerships SIG membership dues shall be determined by majority vote of the regular membership. Currently, the Family, School, Community Partnerships #43 annual membership rate is $15.