Impacts of a Parent Mentor Program for Parent Classroom Volunteers

• In Event: Engagement Is a Practice: Rethinking Equity in School-Community Partnerships

Abstract

Objectives

This study examines the impact of a Parent Mentor program in a rural, multiethnic Midwest U.S. town, where parent and caregiver volunteers serve as educational advocates and change agents in local schools. Each Parent Mentor (PM) works in a single classroom, offering academic and emotional support while building leadership, communication, and educational skills. We assess the program’s theory of action: that fostering strong family-school relationships strengthens the broader educational ecosystem.

Perspectives

Family and community engagement is essential to equitable school reform (Baquedano-López et al., 2013). Drawing from community organizing frameworks, we position families—especially those from systematically marginalized groups—as leaders in educational change (Ishimaru, 2014; 2019). While existing research often highlights benefits for students and schools, less attention is paid to the experiences of community members themselves. We focus on identity development using a figured worlds lens (Holland et al., 1998; Urrieta, 2007) to address the question: How do Parent Mentors identify impacts for themselves, students, and their community?

Methods

We conducted narrative life history interviews with eight PMs who participated in a 2024–2025 participatory action research leadership cohort. All 8 participants were women and half were primarily Spanish-speaking. Interviews were conducted in either English or Spanish. Two authors identified excerpts referencing concrete outcomes, which were coded as impacting PMs, students, teachers, or the community. A five-member team open-coded and synthesized themes, which were refined collaboratively by the full research team.

Findings

All 8 PMs described a story of how they had been able to impact an individual student, typically through relational support. As one PM shared, “…you are there to help… to be their support… like knocking on their little door to see if they open their feelings.” These interactions often led to shifts in student behavior or academic progress.

In recounting these stories, PMs reflected on how their involvement shifted their own self-perception. Several described increased confidence and a renewed sense of purpose. These purposes were often tied to concrete roles they could now envision themselves playing in the community. For example, one PM noted: “...when I was growing up, I didn't know what ADHD was…but being in the school… made me want to educate myself more…” That same PM felt empowered to support other parents navigate school bureaucracy related to 504 plans and IEPs: “...maybe even being able to help other parents [advocate for their own children].”

Significance

PMs’ narratives reflected how their participation supported them in developing a holistic understanding of the education system and how it affected students, families, and their own lives. This understanding also renewed their sense of purpose and highlighted their ability to create meaningful change. These findings illustrate the potential of Parent Mentor programs to build strong teacher-community relationships and foster community-rooted leadership, especially when supported by local organizations.

Authors

• Alexa Rayas, University of Illinois at Urbana-Champaign

• Kevin Hall, University of Illinois at Urbana-Champaign

• Nessrine Machaka, University of Illinois at Urbana-Champaign

• Sam Hall, NIA Inc.

• Nidia Ruedas-Gracia, University of Illinois at Urbana-Champaign

• Elizabeth B. Dyer, University of Illinois at Urbana-Champaign

• Christina Krist, Stanford University