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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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Introduction: Bibliographies Compiled by FINE


To compile these bibliographies we searched the electronic databases ERIC, Education Abstracts, PsychINFO, SocioFILE, Current Contents, and Dissertation Abstracts using combinations of the keywords “parent,” “family,” “home,” “teacher,” and “school.” We further revised our searches using specific terms such as “family school relationships,” “parent teacher cooperation,” “teacher training,” and “family involvement.” We read abstracts from this initial list of publications, selecting empirical studies relating to family involvement that were conducted primarily within the United States.

Please note that this compilation is not reviewed, nor does it represent the universe of recent family involvement research. We therefore invite member suggestions for additions to our listing. To make suggestions, please contact FINE at


Year 2001 Publications

Year 2001 Journal Articles

Collignon, F. F., Men, M., & Tan, S. (2001). Finding ways in: Community-based perspectives on Southeast Asian family involvement with schools in a New England state. Journal of Education for Students Placed at Risk (Jespar), 6, 27–44.

Duran, R., Duran, J., Perry-Romero, D., & Sanchez, E. (2001). Latino immigrant parents and children learning and publishing together in an after-school setting. Journal of Education for Students Placed at Risk (Jespar), 6, 95–113.

Greene, S. Powers, L. E., & Lopez-Vazquez, A. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265.

Hodgkinson, H. (2001). Educational demographics: What teachers should know. Educational Leadership, 58, 6–11.

Kesner, J. E., & McKenry, P. C. (2001). Single parenthood and social competence in children of color. Families in Society, 82, 146–144.

Leroy, C., & Symes, B. (2001). Teacher's perspectives on the family backgrounds of children at risk. McGill Journal of Education, 36, 45–60.

Lindeman, B. (2001). Reaching out to immigrant parents. Educational Leadership, 58, 62–66.

Lopez, G. R., Scribner, J. D., & Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38, 253–288.

Niska, K. J. (2001). Therapeutic use of parental stories to enhance Mexican-American family socialization: Family transition to the community school system. Public Health Nursing, 18, 149–156.

Okagaki, L. (2001). Triarchic model of minority children's school achievement. Educational Psychologist, 36, 9–20.

Phinney, J. S., Romero, I., Nava, M., & Huang, D. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence, 30, 135–155.

Pohan, C. A., & Aguilar, T. (2001). Measuring educator's beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38, 159–183.

Ross, F. (2001). Helping immigrants become teachers. Educational Leadership, 58, 68–71.

(2001). The Public Interest Number, 144. Issue devoted to American Diversity and the 2000 Census.

Slaughter Defoe, D. T., & Rubin, H. H. (2001). A longitudinal case study of Head Start eligible children: Implications for urban education. Educational Psychologist, 36, 31–44.

Weisner, T., Ryan, G., Reese, L., Kroesen, K., Bernheimer, L., & Gallimore, R. (2001). Behavior sampling and ethnography: Complementary methods for understanding home-school connections among Latino immigrant families. Field Methods, 13, 20–46.

Zetlin, A. G., Roamos, C., & Chee, A. (2001). Two cases studies of community schools serving Latino and Southeast Asian children. Journal of Child & Family Studies, 10, 23–38.


Year 2001 Papers and Reports

Bankston, C. L., & Zhou, M. (2001). The school performance of children of immigrants: A challenge to the familial network closure model of social capital. Paper presented for the Southern Sociological Society.

Nord, C. W., & West, J. (2001). Father's and mother's involvement in their children's schools by family type and resident status. Washington, DC: U.S. Department of Education Office of Educational Research and Improvement.

Ruiz-de-Velasco, J., & Fix, M. (2001). Overlooked & underserved: Immigrant students in U.S. secondary schools. Washington, DC: The Urban Institute.


Year 2001 Books

Ada, A. F., & Zubizarreta, R. (2001). Parent narratives: The cultural bridge between Latino parents and their children. In M. Reyes & J. J. Halcon (Eds.), The best for our children: Critical perspectives on literacy for Latino students. New York: Teachers College Press.

D'Agostino, J. V., Hedges, L. V., & Borman, G. D. (2001). Title I parent-involvement programs: Effects on parenting practices and student achievement. In G. D. Borman & S. C. Stringfield., et al. (Eds.),Title I: Compensatory education at the crossroads. Mahwah, NJ: Lawrence Erlbaum Associates.

Fine, M., & Lee, S. W. (Eds.). (2001). Handbook of diversity in parent education: The changing faces of parenting and parent education. San Diego, CA: Academic Press.

Suarez-Orozco, C., & Suarez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.

Trumbell, E., Rothstein-Fisch, C., Greenfield, P. M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers: with a special focus on immigrant Latino families. Mahwah, NJ: Lawrence Erlbaum Associates.


Year 2000 Publications

Year 2000 Journal Articles

Gutman, L. M., & McLoyd, V. C. (2000). Parents' management of their children's education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review, 32, 1–24.

Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth & Adolescence, 29, 223–248.

Heymann, S. J., & Earle, A. (2000). Low-income parents: How do working conditions affect their opportunity to help school-age children at risk? American Educational Research Journal, 37, 833–848.

Holloway, S. D. (2000). Accentuating the negative: Views of preschool staff about mothers in Japan. Early Education & Development, 11, 617–632.

Jose, P. E., Huntsinger, C. S., Huntsinger, P. R., & Liaw, F. R. (2000). Parental values and practices relevant to preschoolers' social development in Taiwan and the U.S. Journal of Cross-Cultural Psychology, 31, 677–702.

Keller, J., & McDade, K. (2000). Attitudes of low-income parents toward seeking help with parenting: Implications for practice. Child Welfare, 79, 285–309.

Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523.

Levine, E. B., & Trickett, E. J. (2000) Toward a model of Latino parent advocacy for educational change. Journal of Prevention & Intervention in the Community, 20, 121–137.

Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Bejing, Hong Kong, and Singapore. International Journal of Behavioral Development, 24, 82–90.

Lopez, L. C., Sanchez, V. V., & Hamilton, M. (2000). Immigrant and native-born Mexican-American parents' involvement in a public school: A preliminary study. Psychological Reports, 86, 521–525.

Murray, P. (2000). Disabled children, parents and professionals: Partnerships on whose terms? Disability & Society, 15, 683–698.

Newman, B. M., Myers, M. C., Newman, P. R., Lohman, B. J., & Smith, V. L. (2000). The transition to high school for academically promising, urban, low-income African American youth. Adolescence, 35, 45–66.

Peña, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94, 42–54.

Peña, D. C. (2000). Sharing power? An experience of Mexican American parents serving on a campus advisory council. The School Community Journal, 10, 61–84.

Reese, L., & Gallimore, R. (2000). Immigrant Latinos' cultural model of literacy development: An evolving perspective on home-school discontinuities. American Journal of Education, 108, 103–134.

Schoon, K. J., & Sandoval, P. A. (2000). Attracting, preparing, and keeping great urban teachers: The urban teacher education program, Option II. Urban Education, 35(4), 418.

Shumow, L., & Harris, W. (2000). Teachers' thinking about home-school relations in low-income urban communities. The School Community Journal, 10, 9–24.


Year 2000 Books

Arzubiaga, A., Ceja, M., & Artiles, A. (2000). Transcending deficit thinking about Latinos' parenting styles: Toward an ecocultural view of family life. In C. Tejeda, C. Martinez, & Z. Leonardo (Eds.), Charting new terrains of Chicano(a)/Latina(o) education (pp. 93–106). Cresskill, NJ: Hampton Press.

Hildago, N. M. (2000). Puerto Rican mothering strategies: The role of mothers and grandmothers in promoting school success. In S. Nieto (Ed.), Puerto Rican students in U.S. schools: Sociocultural, political, and historical studies in education (pp. 167–196). Mahwah, NJ: Lawrence Erlbaum Associates.

Morris, V. G., & Morris, C. L. (2000). Creating caring and nurturing educational environments for African American children. Westport, CT: Bergin and Garvey.

Rosier, K. B. (2000). Mothering inner city children: the early school years. New Brunswick, NJ: Rutgers University Press.


Year 1999 Publications

Year 1999 Journal Articles

Amato, P., & Rivera, F. (1999). Parental involvement and children's behavior problems. Journal of Marriage and the Family, 61, 375–384.

Arroyo, A. A., Rhoad, R., & Drew, P. (1999). Meeting diverse student needs in urban schools: Research-based recommendations for school personnel. Preventing School Failure, 43, 145–153.

Carr, M., Jessup, D. L., & Fuller, D. (1999). Gender differences in first-grade mathematics strategy use: Parent and teacher contributions. Journal for Research in Mathematics Education, 30, 20–46.

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? Journal of Educational Research, 93, 11–30.

Epstein, M. H, Munk, D. D., Bursuck, W. D., Polloway, E. A., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. Journal of Special Education, 33, 166–176.

Kawakami, A. J. (1999). Sense of place, community, and identity: Bridging the gap between home and school for Hawaiian students. Education & Urban Society, 32, 18–40.

Levine, E. (1999). Latino families: Getting involved in your children's education. Cambridge, MA. Harvard Family Research Project. 

Lopez, A., & Cole, C. L. (1999). Effects of a parent-implemented intervention on the academic readiness skills of five Puerto Rican kindergarten students in an urban school. School Psychology Review, 28, 439–447.

Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37, 379–402.

Militois, D., Sesma, A. Jr., & Masten, A. S. (1999). Parenting as a protective process for school success in children from homeless families. Early Education & Development, 10, 111–133.

Moreno, R. P., & Lopez, J. A. (1999). Latina parent involvement: The role of maternal acculturation and education. School Community Journal, 9, 83–101.

Paratore, J. R., Hindin, A., Krol-Sinclair, B., & Durn, P. (1999). Discourse between teachers and Latino parents during conferences based on home literacy portfolios. Education & Urban Society, 32, 58–82.

Sanchez, S. Y. (1999). Learning from the stories of culturally and linguistically diverse families and communities: A sociohistorical lens. Rase: Remedial & Special Education, 20, 351–359.

School Psychology Review, 28(3). (1999). Issue dedicated to parental involvement.

Sperry, L. A., Whaley, K. T., Shaw, E., & Brame, K. (1999). Services for young children with autism spectrum disorder: Voices of parents and providers. Infants & Young Children, 11, 17–33.

Year 1999 Books

Casper, V., & Schultz, S. B. (1999). Gay parents/straight schools: Building communication and trust. New York: Teachers College Press.

Park, C., & Chi, M. (1999). Asian-American education: Prospects and challenges. Westport, CT: Begin and Garvey.

Reyes, P., Scribner, J. D., & Scribner, P. A. (1999). Lessons from high-performing Hispanic schools: Creating learning communities. New York: Teachers College Press.


Preparing Teachers for Diverse Schools and Communities 1999–2001

Journal Articles

Abreu, J. M., Gim Chung, R. H., & Atkinson, D. R. (2000). Multicultural counseling training: Past, present, and future directions. Counseling Psychologist, 28, 641–656.

Bennett, C., Cole, D., & Thompson, J. (2000). Preparing teachers of color at a predominantly white university: A case study of project TEAM. Teaching and Teacher Education, 16, 445–464.

Bondy, E., & Davis, S. (2000). The caring of strangers: Insights from a field experience in a culturally unfamiliar community. Action in Teacher Education, 22, 54–66.

Boyle-Base, M., & Sleeter, C. (2000). Community-based service learning for multicultural teacher education. Educational Foundations, 14, 33–50.

McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70, 3–24.

O'Connel, P. J., McGuire, C. K., Middleton, R., Thomas, A., Ruiz, R., Bellamy, G. T., et al. (2000). Agora: The impact of high stakes testing. Journal of Teacher Education, 51, 289–292.

Pothoff, D. E., Dinsmore, J., Eifler, K., Stirtz, G., Walsh, T., & Ziebarth, J. (2000) Preparing for democracy: The impact of community-based field experience on preservice teachers' knowledge, skills, and attitudes. Action in Teacher Education, 22, 79–92.

Ramirez, F., Autry, M. M., & Morton, M. (2000). Sociopedagogy: A move beyond multiculturalism toward stronger community. Multicultural Education, 7, 2–9.

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94.

Trujillo, O. V., & Shepherd, J. P. (1999). An enduring voice in American Indian education: The Arizona State University Center for Indian Education. Journal of American Indian Education, 38, 19–33.

Wade, R. C., Anderson, J. B., Yarbrough, D. B., Pickeral, T., Erickson, J. B., & Kromer, T. (1999). Novice teachers' experiences of community service learning. Teaching & Teacher Education, 15, 667–684.

Papers and Reports

Bowman, R. (2001). Embedded preservice teacher education: Sophomore multicultural internship. (ERIC Document Reproduction Services No. ED448123)

Boyle-Baise, M., & Kilbane, J. (1999). What really happens? Community service learning for multicultural teacher education. (ERIC Document Reproduction Services No. ED440902)

Chavers, D. (Ed.). (2000). Deconstructing the myths: A research agenda for American Indian education. Paper presented in Albuquerque, New Mexico. (ERIC Document Reproduction Services No. ED447985)

Genor, M. (2000). Using community based action research to promote critical reflection in preservice teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Heimbecker, C., Minner, S., & Prater, G. (2000). Community-based native teacher education programs. (ERIC Documentation Reproduction Services No. ED445867)

Theilheimer, R. (2000). ...More of a puzzle piece: Early childhood students, literacy and families from diverse backgrounds. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Young, A. J., & Middleton, M. J. (1999). “It never occurred to me that I might have a gay student in my K–12 classroom”: An investigation of the treatment of sexual orientation issues in teacher education programming. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.


D'Emidio-Caston, M. (1999). Preparing teachers to serve children and families with diverse backgrounds. In M. S. Ammon (Ed.), Joining hands: Preparing teachers to make meaningful home-school connections (pp.16–36). Sacramento, CA: California Department of Education.

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