Review of Characteristics of Dominant Parental Involvement Frameworks and the Implications for Parental Involvement in Mathematics Education in Minoritized Communities

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Opportunities and Tensions in School-Community-Family Partnerships (Table 1)

Abstract

Parent and community involvement has been identified as one of the major characteristics of a high-performing school (Henderson & Mapp, 2002). U.S. policies and practitioners rely on dominant parental involvement frameworks to strengthen public education in minoritized communities. However, these frameworks are often based on deficit views towards minoritized communities. Relying on Moll et. al. (1992)’s funds of knowledge and using Pope et al., (2007) literature review methodology, this work identifies the need for a new holistic, restorative parental involvement framework in mathematics education that acknowledges families’ funds of knowledge and positions parents as equal collaborators for their children’s education.

Author

• Esperanza Ochoa, San Diego State University