Citation

Bolívar JM, Chrispeels JH. Am. Educ. Res. J. 2011; 48(1): 4-38.

Copyright

(Copyright © 2011, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/0002831210366466

PMID

unavailable

Abstract

Inequality of access to educational resources by different social classes has been widely documented, and schools have instituted parent programs to ameliorate this situation. However, lacking are theoretically based studies that explain how and why a program may be effective in bringing about change. The authors studied a 12-week parent leadership program for Hispanics that provided opportunities for interaction, knowledge exchange, leadership development, trust building, and collective action--important components of social and intellectual capital. Their research shows that when parents participate in leadership development, they are empowered to effect changes that benefit their children through individual and collective actions. Some parent graduates founded organizations that continue to affect the educational system. The authors argue that the concepts of social and intellectual capital can inform parent involvement research and practice because they explain a community's capability to engage in new forms of action.