My three-paper dissertation empirically examines the limitations of existing conceptualizations of family engagement, the implications of narrowly measuring engagement, and potential policy levers to extend conceptualization and recognize diverse families’ needs and strengths. Using nationally representative survey data, the three papers respectively explore (1) how mainstream frameworks reveal varied ways diverse families engage in education; (2) how teacher bias regarding engagement levels correlates with family backgrounds and whether these biases can be mitigated; and (3) whether having a teacher socially closer to the student and family increases levels of family engagement and ultimately contributes to improved student outcomes. Together, the three papers address an important research gap, producing high-quality evidence to encourage more inclusive conceptualizations and practices of family engagement.