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This study examined parental involvement in early childhood programs through a combined lens of anthropology, sociology, and pedagogy seeking to understand the intentional and unintentional behaviors of teachers that may create barriers for parental involvement. The study gave voice to parents from culturally diverse backgrounds that are often overlooked. The study recognized the disparity and disconnectedness that seems to exist in communication between the child's most important caregivers, their parents and their teachers. The findings lead to an understanding that over the popular belief that parents are not involved in the education of their children, the lack of participation in the schools' attempts to bridge a gap, the miscommunication occurs across the two cultures, the schools and the families. We teach our son to be good and listen to the teachers. We want our son to speak Spanish, English and Cajumbal, and we also want our son to maintain the culture that is us. We want him to dress in traditional Guatemalan clothing as well as to appreciate all the nationalities that make up the people of this paradise The voice of a parent (2001)

Attitudes of Culturally Diverse Parents and Their Beliefs about the Role They Play in Their Children's Education