| Citation: | Lopez, G. R., Scribner, J. D. & Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38(2), 253-288. |
Annotation:
This article describes a study of parent involvement practices in four school districts with large numbers of migrant students who are high achieving. These school districts also had high levels of parent involvement, especially among the migrant families. The study found that the main reason these schools were successful in involving migrant families was that school staff were personally and systemically committed to meeting the multiple needs of these families. This process required an awareness of each familyÕs needs, and a capacity to mobilize multiple community social services to help meet each familyÕs needs. The researchers emphasize that success did not come because the schools subscribed to any particular definition or model of parent involvement, but because they held themselves accountable for meeting the needs of the families they served through a variety of means. The districts were selected based on their high scores in state standardized achievement tests and their high migrant attendance, promotion and graduation rates. Data about parent involvement practices were gathered during a 5-month period through observations and interviews, and then analyzed using coding techniques. School districts and individual schools impacted by high numbers of migrant students would benefit from the rich picture this study provides of how these schools generated the capacity to assist and engage migrant families, thereby facilitating the academic success of migrant students. The article also includes an interesting discussion about the need to rethink the traditional concepts of parent involvement and promote dynamic programs that encourage greater accountability to all families.
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