TOWARD A COLLABORATIVE APPROACH TO PARENT INVOLVEMENT IN EARLY EDUCATION - A STUDY OF TEENAGE MOTHERS IN AN AFRICAN-AMERICAN COMMUNITY

This study addresses the challenge of creating a collaborative approac h to parent involvement. As part of a family literacy program, partici pants in the study were 19 African-American adolescent parents from lo w-income backgrounds whose children attended an early intervention pro gram. 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, sugges ting important intragroup variability within this particular sociocult ural group. The discussions also revealed shared goals that may be use d to forge collaborative relationships between parents and professiona ls in the interest of improving African-American children's early educ ation. Illustrations from a family literacy program are used to show h ow parent beliefs may be incorporated into programmatic changes, build ing constructive relationships that work toward supporting children's success in schools.