This paper relates the experience of a group of inner-city middle-school teachers and parents, and university personnel who actively engaged in a joint project to improve parental involvement at the school. Teachers, parents, and university personnel uncovered constraining forces within the organization and culture of the school that continuously mediated teacher - parent relations. The experiences related in this paper have implications for current educational policy calling for development of school norms, standards and systems of guidance to develop real and meaningful parental participation in schools.
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)