Recent educational reforms include parent involvement as an integral part of school improvement, particularly for improving the achievement of ethnic minority and lower income children. However, the parent involvement discourse created by policy and other school-related texts constructs representations of parents that limit the possibilities for building productive family-school relationships. Through an analysis of parent involvement policy texts and family-school compacts, this study explores how parent involvement discourse controls who gets involved and how involvement is structured. The analysis indicates that parents, especially disadvantaged ones, are placed in a double bind, criticized both for lack of involvement and overinvolvement. The parent involvement discourse ultimately shifts our thinking about educational obligations-schools come to believe that they may demand parent involvement in exchange for providing quality education. In this way, the discourse reproduces, rather than reduces, inequalities in education.

The review acknowledges that research on the family and its contribution to achievement in ethnic minority children is important. Past research and theorizing suggest the need for new directions, however. For example, research in educational achievement predicts educational failure for African-American students and educational success for Asian-American students. Little differentiation is made either among African-Americans or among Asian-Americans of different cultural, language, immigration, and economic backgrounds. The theory and design of research on family and educational achievement have been influenced by prevailing societal stereotypes. Research and policy implications of this review include the need to move toward cultural/ecological theories of achievement socialization and development.

The review acknowledges that research on the family and its contribution to achievement in ethnic minority children is important. Past research and theorizing suggest the need for new directions, however. For example, research in educational achievement predicts educational failure for African-American students and educational success for Asian-American students. Little differentiation is made either among African-Americans or among Asian-Americans of different cultural, language, immigration, and economic backgrounds. The theory and design of research on family and educational achievement have been influenced by prevailing societal stereotypes. Research and policy implications of this review include the need to move toward cultural/ecological theories of achievement socialization and development.

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