Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.

Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the formation of beliefs or social factors that influence parent motivation to become involved. To gain a better understanding of factors that influence parent motivational beliefs, we examined the effects of parent social network, school outreach, and neighborhood health on parent role construction and parent efficacy in an urban school district. Method/Analysis: Survey data were collected from a random sample of 30 fifth-grade parents from 56 elementary schools in a large urban district in the Midwest. Using a partially latent structural regression model, we tested the relationships between school outreach, neighborhood health, parent social network, and parent motivational beliefs. Findings: The theoretical specification of the hypothesized model was observed in the pattern of the relationships among school outreach, neighborhood health, parent network, and parent motivational beliefs. Results: The results of the structural model confirm the association between parent social network and parent motivational beliefs. Combined parent social network and school outreach accounted for 10% of the variance in parent motivational beliefs. Implications for Research and Practice: Results from this study provide a different lens through which to view parent–school partnerships. Understanding parents as social actors whose perceptions are influenced through connections with other parents can help schools facilitate motivational beliefs that lead to effective partnerships.

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Family–school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the relationships between parent responsibility and two types of parent social networks were tested according to a partially latent structural equation model. Findings indicate limited contact among parents in schools and a positive, statistically significant relationship between both types of networks and parent responsibility.

Group decision-making can result in important benefits for organizational effectiveness. However, collaborative environments do not emerge organically. Effective leadership is critical for group success. Educational leaders must understand group processes and the importance of creating a culture that supports collaboration. Student discipline for off-campus behavior is an example of a complex situation that offers opportunity for group decision-making. Legal questions have yielded new twists in recent years with districts taking a more aggressive stance toward off-campus behavior that has a spillover effect at school. In this case study, team leadership and legal aspects of discipline are examined in the context of Superintendent Carter’s attempt to lead a group through a complex, ambiguous, emotionally charged situation that has potential consequences for a wide variety of stakeholders.