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

By Gerardo R. López, Jay D. Scribner, Kanya Mahitivanichcha. 2001

477 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/de5770a793c8e17c9a7e1ae9615c919f4b8b1a5b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. W. Jeynes
2. Dana Griffin
3. H. Bower
4. Wenfan Yan
5. Peter J. C. Sleegers
6. N. Bowen
7. Qiuyun Lin
8. Laura W. Perna

In Education

1. W. Jeynes
2. Dana Griffin
3. H. Bower
4. G. Driessen
5. Wenfan Yan
6. Peter J. C. Sleegers
7. N. Bowen
8. Qiuyun Lin

Citations in the corpus

• Investigating parental roles in students’ learning of mathematics from a cross-national perspective (2003, background): “For example, Lopez, Scribner, and Mahitivanichcha (2001) found that home involvement on the part of parents is one of a few commonly identified characteristics of all successful schools and districts they studied.”
• Parental Involvement and Educational Achievement (2005, background): “(2001) suggest that an approach in which schools go to migrant parents and listen to their specific questions and needs may be most successful.”
• Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, background): “Although minority parents hold high expectations for their children’s education and want to be actively involved, perhaps stressful life circumstances restrain their ability and availability (López et al. 2001).”
• Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study (2011, methodology): “…are not building effective relationships with parents and continue to define parental involvement through more traditional methods as described by Lopez et al. (2001): using strategies geared towards inviting parents to school-based activities, or helping parents become more involved with…”
• Understanding the Relationship Between Information About College Prices and Financial Aid and Students’ College-Related Behaviors (2006, background): “Parental involvement may also be limited when schools, especially schools serving minority and low-income students, fail to communicate with parents that their involvement is welcome and helpful (Hoover-Dempsey & Sandler, 1997; López et al., 2001).”
• The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs (2010, background): “The fact that studies over the last decade indicate that parent–child communication is a salient component of parental involvement leads one to concur with the conclusion of Lopez et al. (2001): “Involvement means a combination of things.”
• Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006, background): “…efforts to increase parent involvement at school should not be based on the assumption that parents who are not involved lack the capacity to provide adequate home learning environments for their children or that they are not involved in their children’s schooling at home (Lopez et al., 2001).”
• Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools (2009, background): “22 In a study of migrant communities, Lopez, Scribner, and Mahitivanichcha (2001) also found that a serious and sustained commitment to meeting the needs of families led to strong connections between parents and schools.”
• Parental involvement to parental engagement: a continuum (2014, background): “This sort of dialogue can increase the trust between parents and the school (Lopez et al. 2001) and begin to break down some of the barriers to parental engagement.”