| Parental involvement is essential to educating all children in the public schools. This study examined the perceptions and experiences of African American and Hispanic parents related to parental involvement and school partnerships in two high poverty Maryland elementary schools. A total of 10 participants provided their experiences. Seven parents spoke English as their first language, two Hispanic parents spoke English fluently, and one Hispanic parent spoke Spanish only. The common viewpoints from the parents' stories revealed five parent-related dimensions, (1) school activities, (2) home learning environment, (3) communication with school personnel, (4) time constraints, and (5) family goals. Data and research generally supported cultural beliefs and limitations of African and Hispanic parents' participation in educational activities in the elementary schools. Further research investigation explores the pivotal relationship between parents, teachers, and school administrators. Implications for parent partnerships and cultural understandings are discussed. |
