Overview:
This essay argues that to truly support parental involvement, schools must move beyond traditional hallway conversations and intentionally engage parents as active partners in classroom learning.
As both an educator and a parent navigating two distinct school environments – first as a volunteer instructor in South Bend, Indiana, and later as a parent at Oak Street Elementary in Falls Church, Virginia – I’ve come to recognize that parental involvement in early literacy is as nuanced as it is essential. From informal hallway conversations with refugee and Hispanic families to the structured setting of a “Principal’s Coffee” focused on literacy programs, I’ve observed how parental engagement takes shape in varied and meaningful ways.
The two stories that follow illustrate not only what’s working and what’s falling short, but also how cultural background, school structure, and community expectations uniquely shape the practice—and potential—of parent–teacher collaboration. Together, these snapshots invite broader reflection on how schools and families might co-create more inclusive and culturally responsive pathways to early literacy, setting the stage for a deeper exploration of shared dialogue, evolving practices, and the key questions that must guide the next phase of educational partnership.
Two Stories from School Corridors
# Story 1: Snapshot South Bend, Indiana (Spring 2023)
It’s 8:30 a.m. – the start of a new day at the Robinson Community Learning Center, an institution affiliated with the University of Notre Dame, Indiana. I am volunteering here as a classroom instructor for a group of elementary students, many of whose parents are also members of this institution. Standing by the center’s main entrance, not far from the classroom door, I await the arrival of my students and their parents. They come from the diverse neighborhoods of this small yet bustling city, bringing with them a vibrant mix of stories and cultures.
As they drop off their kids, many parents choose to linger briefly, even if they have the day’s business to attend to, engaging me in warm, hearty conversations before parting ways. At times, these chats begin with a hello, followed by a lighthearted remark about the weather, delivered in what I fondly recognize as the quintessential American way. Interestingly, many of my students and their parents come from refugee or asylee backgrounds, hailing from regions across Asia, Africa, and the Middle East. A significant number of families are also of Hispanic origin, each bringing unique cultural nuances to these interactions.
On most occasions, however, our conversations move beyond pleasantries to matters of concern, if not also issues of greater depth. Parents are often eager to share insights into their children’s physical and mental health, sometimes emphasizing challenges in reading, writing, and adapting to the educational curriculum. These discussions open windows into their aspirations and anxieties, highlighting the vital role parent-teacher interactions play in bridging cultural and linguistic gaps in education. More importantly, from these, I gain valuable perspectives on how best to support students holistically, both academically and emotionally.
# Story 2: Snapshot Falls Church, Virginia (Winter 2024)
Fast forward. It’s 9:30 a.m., and I am inside Oak Street Elementary School, part of Falls Church City Public Schools in Virginia. The advertisement read ‘Principal’s Coffee Event,’ but I’m here more to listen to the school principal than to sip coffee – though I’m not letting go of my coffee cup either! This time, I am the mother of a 9-year-old who attends this school, to whose locality I have recently moved. I am excited to be one of the engaged parents eager to learn about Virginia’s teaching systems and explore my role here as a parent. According to the event announcement, the principal will discuss the school’s initiatives to enhance early literacy for students in grades K-8.
By the time the coffee, talk, and meet-up are over, I feel much more informed and certainly more aware of what goes on at the school, including details about the school board and the corporation that oversees its affairs. The principal does an excellent job of providing parents with an in-depth overview of available resources they or their children can use. “Amplify CKLA,” she says, referring to the Virginia Core Knowledge Language Arts program, “is an educational curriculum used in Virginia schools, tailored to meet the state’s educational standards.” She describes the program as a comprehensive curriculum designed to build strong foundational skills in reading, writing, listening, and speaking in English, while also integrating knowledge in history, science, and other disciplines. Some parents visibly grow more attentive as they take in these details and ask questions.
‘Amplify Boost Reading,’ the principal explains, ‘is a personalized, adaptive literacy program designed to support students in developing key reading skills.’ I am well-acquainted with this program, which is widely used in schools across the U.S., including those in Virginia, to enhance literacy instruction and align with state standards. The principal also highlights assessment tools, such as the ‘M-Class Assessments’ and the ‘Virginia Language and Literacy Screener.’ Some parents may not be familiar with either, so she reassures them that these tools are widely used across Virginia to evaluate early literacy skills, particularly for students in kindergarten through third grade. They provide educators with actionable data to assess reading abilities and identify areas needing intervention. A few parents offer suggestions, which the principal notes attentively.
This morning’s gathering has certainly introduced a wealth of new ideas to consider, I think, as I finish the last of my coffee. It has provided us parents with a clearer understanding of the curriculum and learning system – an effort the school seems to have recognized as essential. How much we might influence the school’s decision-making regarding our children remains to be seen, though. However, the modules highlighted today clearly require practical adaptations to help parents support literacy both at home and in the classroom. I leave feeling energized.
The Current State of Parental Involvement in Elementary Education
To examine the effects of teacher-parent interactions on local school curricula, classroom instruction, and students’ academic success, it is essential to understand the extent of these interactions nationwide. Current research underscores the importance of a shared commitment to culturally responsive teaching (CRT) by both schools and parents. While many recognize the value of collaboration, inclusivity, and respect for cultural diversity, a central question remains: how can CRT leverage these practices to bridge gaps in educational equity? More critically, what preliminary questions must be asked about parent-teacher interactions before addressing the ‘how’? Identifying these questions is essential, as they help define the level of parental involvement necessary for CRT to succeed.
In 2023-24, through my engagements with parents and educators in Indiana and Virginia, I concluded that significant work remains to be done to maximize parental involvement and achieve educational equity in elementary education. Building on this experience, I will outline two major strands of potential parent-teacher interactions, highlight related knowledge gaps, and propose three key questions that must be addressed to move forward effectively with these interactional strategies.
In South Bend, Indiana (as referenced in the first story), I often observed parents expressing a strong desire to participate in decision-making regarding their children’s education. This desire was frequently rooted in their need to establish and share a cultural identity, particularly among parents who openly shared stories about their heritage. In late 2023, the Robinson Community Learning Center organized a Heritage Day event to celebrate multiculturalism. As the assigned instructor, I spearheaded the effort for my elementary class, welcoming parents from diverse backgrounds, including Brazil, Peru, Mexico, Chile, and several countries across Asia, Africa, and the Middle East.
These parents, often joined by other family members, gathered to share their cultural traditions with my class. Dressed in traditional attire, they shared stories from their homelands and showcased their heritage through music, dance, and cuisine. The event concluded with a feast ‘for the senses,’ where participants enjoyed delicious foods, listened to melodies from around the world, and engaged in lively conversations about their cultures. It was a celebration of both individual and collective identities, fostering mutual understanding and respect between families and educators. Moments like these, whether inside or outside the classroom, create lasting memories and emphasize the importance of cultural diversity as both a powerful learning tool and a foundation for building community.
Expressions of identity often include religious awareness and sensitivity among students and their parents, which can shape how schools and educators approach the curriculum. When guided by appropriate policies to ensure equal access for all, religiously motivated and culturally informed learning can support students’ emotional and social growth. In Virginia, as a parent, I have been observing and hearing about Muslim students learning Arabic, practicing their religion, and engaging with the teachings of their holy book within the school setting. These experiences are likely playing a crucial role in fostering these students’ socio-emotional development.
Understanding how a religiously informed and culturally enriched learning environment can be further supported through parent-teacher interactions calls for additional research. Parents can undoubtedly play a vital role in helping schools create environments that are both academically rigorous and socially enriching. By incorporating culturally meaningful content, informed by further research, students can develop a strong sense of identity and cultural awareness while fostering inclusivity and relationship-building within their school communities.
What Educators and Parents Can Do Now
By examining the shared threads in parent–teacher experiences across two distinct educational settings – South Bend, Indiana, and Falls Church, Virginia – we can begin to ask three guiding questions that shape the future of collaborative early literacy efforts:
- Do current culturally responsive teaching practices genuinely encourage schools to engage more effectively with diverse families?
- What forms of interaction best support immigrant and refugee parents as they navigate the complexities of the U.S. education system?
- How does parental involvement influence children’s emotional development alongside their academic success?
Answering these questions in meaningful and context-sensitive ways can guide schools in developing more equitable policies – ones that not only include but genuinely empower parents and students from historically marginalized communities. In turn, this effort can strengthen enduring partnerships among educators, policymakers, and researchers. By identifying practical, culturally responsive strategies to bridge divides and foster trust, we can help ensure that our education systems function not merely as places of instruction but as catalysts for inclusion, resilience, and transformative social change.
Marium Binte Rashid is a longtime preschool educator from Bangladesh, where she completed her undergraduate and postgraduate studies in English Literature. After relocating to the United States in 2018, she became actively involved in volunteer teaching and community service at the Robinson Community Learning Center (RCLC) in Indiana. At RCLC, she served as an instructor, community representative, and advisory board member, contributing to the center’s educational and community development efforts. Marium now lives in Virginia and remains dedicated to promoting intercultural dialogue, language learning, and the social integration of marginalized communities.
Further Readings
Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching. CEEDAR Center Evidence-Based Practices Guide.
Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 3-29). Jossey-Bass.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
