ABSTRACT

This chapter begins to flesh out how Highland sees its parents and what roles it provides for them to be involved. Highland leaders have long been aware of differences in parental attitude toward involvement in their children’s education. It looks at those attitude differences and then at the opportunities Highland provides for changing them, both directly through formal workshops and indirectly through work in the school. Parental attitudes toward their own involvement in their children’s school vary considerably. Highland’s long experience in building a parent-centered community provides rich data on these attitudes. Many young middle-class people moving into parenthood during the idealistic late 1960s and early 1970s wanted more say over their lives. The chapter closes with a study of how Highland’s involvement practices affect parents’ interaction with their children at home.