Redefining Parental Involvement: Lessons From High-Performing Migrant-Impacted Schools

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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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