"The Status Quo Isn't Working": A Narrative Inquiry about Familial Education Experiences

This study examined the research question: how did intergenerational trauma impact a family's trust in the educational system and their current student's perspective on learning? Using a qualitative approach, I interviewed five families from Maple Charter School about their experiences both in and out of the classroom. The aim of this study was to understand how those experiences influenced their perspectives toward the education system. Each participant made connections between their prior experiences with peer inclusion and how motivated they were in school. Most participants talked in detail about how one caring teacher positively changed their educational trajectory. The expectations placed on participants by teachers and families played a vital part in their educational experiences. This study ultimately found that families past educational traumas shaped how they interact with their child's schooling.