Educator Perspectives on Parent Involvement for English-Language Learners: Examining Student Needs and School Programs

Abstract

This qualitative study describes educator perspectives on student development, resource allocation, and parental knowledge for furthering understanding about parent involvement for English-language learners. The critique of schoolcentric parent involvement programs offered in literature is examined and recommendations advanced for focusing parent–educator collaboration on addressing student academic, affective, and physical needs. The study exposes the slippery slope of deficit thinking that confronts educators who step forward to assist in meeting the needs of students and their families, and it provides insights for strengthening the home–school connection that resist division and inhibit blame.