ABSTRACT
This introduction presents how rural parents conceptualize parental participation in their children's schooling that includes children taking responsibility for their learning, holding high educational expectations, engaging material resources to help children navigate the school space, working multiple jobs, and migrating to support their children's schooling. The book shows how rural residents view the social structures and their role in their children's education and the following chapters move into rural parental hopes and educational expectations. There is also a discussion of education as a means for social mobility for their children. There is a focus on the role of the student responsibility in their own learning as a critical component of parental involvement in their children's schooling and offers a glimpse into the provision of a good learning environment as an invisible form. The book explores the kinship and non-kinship networks that poor families draw on to support their children's schooling.
