Do parents value education? Teachers' perceptions of minority parents.(Reaching out to Families: Parental Participation)

Individuals who are actively engaged in the life of the student play a crucial role in many aspects of their development and can defined as a student's biological parents, extended family, legal guardians or older siblings. Research has shown that an increase in parent involvement correlates with an increase in student achievement (Ballen & Moles, 1994; Benjet, 1995; Center on Families, Communities, Schools, and Children's Learning, 1995a; Epstein, 1991).

It has been found that communication is the key to successful parent involvement (Burbules 1993; Center on Families 1995; Epstein 1995). Both teachers and parents agree that communication is pivotal to foster and maintain a positive school-home partnership, but, the reality is that each feels that the other party is responsible for initiating communication (Ramirez, 2001). Although both parties agree that this partnership is important, teachers do not generally follow this school of thought. Attributing "blame" to each other creates a communication barrier between school and home, as such, creating an adversarial atmosphere. When teachers take the initiative to communicate with home, it is usually for negative reasons such as behavioral problems. Even then, teachers contact only 50% of families (Lee, 1994; Ramirez 1999).

There are many factors that constrain parental participation in schools: narrow vision of parental involvement, school personnel's negative proclivity, lack of teacher training, pressing employment issues, and cultural differences (Ramirez, 1999; Yap & Enoki, 1995). Moll's (1992) discussion of culture and language issues offers a view into understanding family dynamics which serves as a bridge to the school-home partnership. He emphasizes a "meaning centered model" which utilizes students' first language skills and involves the student's family as a resource for their learning. He asserts that it is imperative that teachers maximize the covert and overt home and community resources of their students.

This approach encourages parents and community members to share their knowledge and skills, such as economic, agricultural, carpentry, mechanics, folk remedies (i.e., funds of knowledge) in the classroom. According to Moll (1992), the families shared knowledge that was available and accessible through social networks of exchange" a strategy encourages teacher as ethnographer.

Historically, research on parent involvement has focused on the elementary level; thus, research is needed at the secondary level. As adolescents progress through the various stages of puberty, they begin to assert…