This study addresses the challenge of creating a collaborative approach to parent involvement. As part of a family literacy program, participants in the study were 19 African-American adolescent parents from low-income backgrounds whose children attended an early intervention program. Parents' beliefs about learning and literacy were sought through a series of peer group discussions. The data revealed a continuum of perspectives ranging from behavioral to constructivist beliefs, suggesting important intragroup variability within this particular sociocultural group. The discussions also revealed shared goals that may be used to forge collaborative relationships between parents and professionals in the interest of improving African-American children's early education. Illustrations from a family literacy program are used to show how parent beliefs may be incorporated into programmatic changes, building constructive relationships that work toward supporting children's success in schools.

No abstract