Parental Involvement in Minority Communities in U.S. Public Schools

Introduction and Background

Students from minority communities face many challenges in United States public schools. The leading cause of these challenges is discrimination, which has deep historical roots. Disparity discourages some students from achieving their goals, and it is a problem that needs to be addressed in both the education system and the broader society (Leary, 2005). Schools should be at the forefront of fighting inequality by treating all parents fairly. All parents should have equal rights to support their children without being judged based on ethnic background, education level, or income.

Students who receive support from their parents tend to attend school regularly, develop better social skills, earn higher test scores and grades, enroll in advanced programs, and improve their behavior. The transition rate to postsecondary education is also higher among children who receive meaningful parental support (Robles, 2011). Public schools should assure parents that all students are equally being prepared to become responsible citizens. Parents, in turn, should play their role by positively influencing their children to pursue their ambitions. This influence should extend to both education and behavior, since academic achievement means little without strong moral development. Parents serve as their children's first teachers, and child development should therefore be a collective effort among parents, teachers, and the broader community (Miller, 2001).

Efforts to integrate family units with schools have attracted considerable research attention. In 1990, Johns Hopkins University, in collaboration with researcher Joyce Epstein, spearheaded a study on different methods that could be used to achieve a family–school partnership. The research produced a framework suggesting six possible types of involvement that schools could adopt (Epstein et al., 2002). This framework explains how communities, families, and schools can stay informed about students' progress both at school and at home (Epstein, 2001).

The six involvement mechanisms were:

Parenting: Child-rearing should involve a combination of parent, community, and school.
Communication: Parents should communicate with the school about students' progress, and vice versa.
Volunteering: Encouraging parents to participate in school programs enhances togetherness and strengthens the bond between school and family.
Home-based learning: Learning should continue after school hours. Parents should create an environment at home that is conducive to study.
Decision making: Parents' opinions should be considered when school decisions are made.
Community collaboration: The broader community should be involved in running school affairs (Epstein, 2001).

School–family involvement was further strengthened by standards set by the National Parent Teacher Association (PTA). These standards built upon the involvement methods suggested by Epstein and were supported by education professionals, organizations, colleges, and state departments, all of which enhanced the program's implementation (National Parent Teacher Association, 2006).

All three units — school, community, and parents — involved in these programs have noted significant improvements in the lives of young people. Involving parents in school activities has helped schools better understand students' backgrounds and cultures. Organizing workshops and non-conventional activities has helped strengthen the relationship between schools and families. Different stakeholders in the education system, including educators, parents, and researchers, have agreed that parental involvement is a significant and transformative aspect of education (Szente, 2006; Wright & Willis, 2004). Positive results in both academics and behavior have been documented. The large gap between high- and low-performing students is also beginning to narrow (Lee & Bowen, 2006).

Differences in how parental involvement is implemented exist across schools, but stakeholders should agree on the best approaches for their specific community. Lee and Bowen (2006) explained that different techniques can draw parents into school life, including participation in volunteer programs and parent–teacher conferences. Methods that can be applied outside school include parents helping children with homework, discussing their school experiences, and allowing children to experiment at home with what they have learned in class.

Involving parents in school activities is an important step, but certain factors may limit how far a parent can engage. Research shows that single parents, parents with low education levels, and parents living in poverty often have competing obligations that cause them to deprioritize school involvement. Trotman (2001) also noted that how different cultures view education may influence school participation. Reaching out to these groups is vital in understanding what barriers exist, and in many cases a simple explanation or a slight programmatic adjustment can turn a disengaged parent into an active participant. Schools can also organize activities that appeal to previously overlooked groups, such as field trips or inviting parents to serve as tutors. Trotman further pointed out that setting boundaries for children — such as monitoring television habits and establishing curfews — is itself a meaningful form of parental involvement.

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