American Educational Research Journal
Volume 38, Issue 2, 2001, Pages 253-288

Redefining parental involvement: Lessons from high-performing migrant-impacted schools (Article)

López G.R.* , Scribner J.D. , Mahitivanichcha K.
  • a Dept. Educ. Leadership Plcy. Anal., University of Missouri-Columbia, 202 Hill Hall, Columbia, MO 65211-2190, United States
  • b University of Texas, Austin, TX, United States, Dept. of Educational Administration, University of Texas at Austin, George I. Sanchez Building (SZB) 310, Austin, TX 78712-1291, United States
  • c University of Texas, Austin, TX, United States, Dept. of Educational Administration, University of Texas at Austin, George I. Sanchez Building (SZB) 310, Austin, TX 78712-1291, United States

Abstract

Migrants are one of the most academically vulnerable groups in the United States, constantly faced with economic, health, and work-related problems that translate into lower academic achievement and higher dropout rates. These hardships make it difficult for schools to effectively negotiate the parental involvement terrain and promote academic success for this group. Because of the paucity of literature on effective parental involvement practices for migrants, we sought to fill this gap in the literature. Using a qualitative approach, interviews and observations were conducted in four effective migrant-impacted school districts throughout a 5-month period. Findings suggest these schools were successful at involving parents because they aimed to meet parental needs above all other involvement considerations. In other words, schools were successful not because they subscribed to a particular definition of involvement, but because they held themselves accountable to meet the multiple needs of migrant parents on a daily and ongoing basis.

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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035599273&doi=10.3102%2f00028312038002253&partnerID=40&md5=030408f21527d40606ea112928de6f5e
DOI: 10.3102/00028312038002253
ISSN: 00028312
Cited by: 172
Original Language: English