From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color

  • Auerbach S
  • 93


    Mendeley users who have this article in their library.
  • 87


    Citations of this article.


How do marginalized parents construct their role in promoting their children's access to educational opportunity? What lessons might their experience have for our understanding of parent involvement beyond the parameters of traditional models? This qualitative case study examined the beliefs, goals, and practices of 16 working-class African American and Latino parents whose children were in a college access program at a diverse metropolitan high school. It offers an alternative typology of parent roles, which reflects parents' contrasting social and cultural locations, biographies, and perceptions ofóas well as relations withótheir children and the school. With its highlighting of marginalized parents' voices at a critical juncture in student careers, this article contributes to a more inclusive discourse on families, schooling, and equity.

Author-supplied keywords

  • College access
  • Educational equity
  • High school
  • Latino education
  • Parent involvement
  • Secondary education

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Susan Auerbach

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free