This article reports on an investigation of African American families’ perceptions and experiences in an after-school family-school involvement program at two inner-city schools. Centered in the sphere of sociocultural theory and situated cognition, this study focuses on family-child relationships to improve children’s literacy using oral histories and technology. It also explores a model for preparing preservice teachers to work with families. Families indicated that prior to program implementation, they had received bureaucratic invitations of school involvement and empathized with other families’ lack of involvement. After program implementation, families reported positive academic outcomes for children, a sense of efficacy, and a community atmosphere of adults dedicated to supporting children’s learning. They noted that computer usage was a major motivational factor in their participation. Preservice teachers reported on broadened notions of family involvement and a need for family-school partnerships. Theoretical and practical implications for implementing a family-school involvement program are offered.
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