The question of how to support the early literacy development of children experiencing marginalization through systematically under-resourced urban schools and neighborhoods has been taken up in a variety of ways in educational research. The correlation between socioeconomic status, race, ethnicity, and literacy is well documented, however, this research has mostly been within the context of schools. This dissertation addresses the issue of family engagement and literacy within an out-of-school, neighborhood context. Specifically, this is the case of a Detroit nonprofit organization whose mission centers the success of young children, their families, and their neighborhoods while operating as a social enterprise within a capitalistic society. The neoliberal turn in education has put an emphasis on the individual, this organization is making efforts to invest in the collective power of the often-ignored residential communities of the city. I explore the culture, structures, and systems of the organization and how they are utilized to engage families around literacy programming at distinct hubs in predominately African American and Latinx neighborhoods in the city. This study explores the experiences of various stakeholders who participate in the organization at different capacities. It highlights community voices and explores how aspects of the organization affect engagement in literacy programs within the neighborhood context. The analysis was guided by a conceptual framework which incorporates social theories of learning and literacy within an ecological framework that was developed to contextualize learning within a sociopolitical and racialized environment. Findings suggest that family-engaged and culturally relevant practices and a loving organizational culture create a welcoming environment for community members which allows for community members to connect with each other and with the resources offered by the organization. Additional findings from literacy program observations, however, indicate that literacy programs were not designed in response to the community within which they were being offered. The study revealed that even an organization committed to asset-framing, relationship-building, and a loving culture with equitable systems can fail to ensure that programs and stakeholders develop a critical consciousness that aligns with the collective focus of the mission. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]