Can Parent Involvement Be a Negative Factor in a School?

In this American Journal of Education article, Linn Posey-Maddox (University of Wisconsin/Madison) explores the phenomenon of middle- and upper-middle-class parents raising funds, writing grants, and volunteering in their children’s urban schools. The contributions from these parents can make a significant difference to school quality in tight budget times, providing art and music programs, materials, expert advice, and in-school volunteering. 

But there are unintended consequences. Parents who don’t have the time and resources to make such contributions can feel inadequate despite the many ways they contribute to their children’s education. Ironically, these feelings make them less likely to participate in school decision-making because they believe they are not needed or valued. In a case study of an elementary school, Posey-Maddox found that the “professionalization” of the parent teacher organization (PTO) “exacerbated race and class tensions and status positions at the school… as greater emphasis is placed on the economic rather than social dimensions of participation and volunteerism.” 

She goes on to argue that “it is questionable whether a strong reliance on parental contributions in public education is either realistic or positive. Instead of making changes in state and federal education policy that would reflect a greater commitment to public education, the onus is placed heavily on parents and teachers to provide the educational opportunities and material resources needed to create and sustain high-quality educational experiences for students… [T]he expectation that parents will support the work of institutional actors through extensive volunteerism may place undue pressure on single-parent families and those in which both adults are working full-time. 

“Relying on parents to help fund academic programs also raises questions about democratic participation and decision making in public education, as parents who make large financial contributions or help to secure large grants may feel they are entitled to a greater say in matters of curriculum and instruction.” 

The answer? Posey-Maddox believes parents of all races and economic levels need to work together to advocate for increased federal, state, and local funding for their children’s schools. 

“Professionalizing the PTO: Race, Class, and Shifting Norms of Parental Engagement in a City Public School” by Linn Posey-Maddox in American Journal of Education, February 2013 (Vol. 119, #2, p. 235-260), available for purchase at http://bit.ly/YxpanM

From the Marshall Memo #471