Collaborative partnerships between high poverty and minority parents and educational leaders

Abstract

PurposeThis paper aims to explore parent and school leader partnerships to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools. Policies encouraging school and home collaboration are considered in an urban school district.Design/methodology/approachQualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement. Data collection includes individual and group interviews, document analysis and observations.FindingsFindings suggest that federal policy encouraged collaboration between parents and educational leaders. District initiatives contextualized parent involvement models of school home collaboration. Parents believe parental engagement is essential for student advancement but are uncertain about how to participate. Opportunities exist for transformative leadership in the district and schools.Research limitations/implicationsResearch implications suggest that policy can be a catalyst for parent involvement activities. Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates. Understandings are extended for educational leaders regarding parents as collaborators supporting students. Finally, policy makers are urged to be mindful in crafting legislation about school home partnerships.Originality/valueThis paper fills literature gaps about parent and educational leader collaboration in advancing parental involvement. Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students. Transformative educational administrators who strive for equity in schools can further school home alliances. Policy can present opportunities for educators to embrace parental involvement.